Lexical bundles are functional units that are essential to building texts. However, lexical bundles vary due to some aspects, e.g., nativity, professionalism, text genre, etc. This study explored functional categories of lexical bundles in EFL written production, i.e., argumentative essays, focusing on 3-, 4-, and 5-word sequences employed by English major students in Indonesia. The data were taken from a learner corpus comprising 169 argumentative essays with 87.939 tokens. The lexical bundles were identified by using computerized and manual procedures. The identified bundles were then classified into functional categories and subcategories by Hyland. The results show that all functional categories were identified in the learner corpus proving the importance of those functions in students’ essays. Regarding the distribution, research-oriented bundles are the most frequent bundles in the corpus, while text-oriented bundles are the least frequent. Although all functional categories were found, the structuring signals (a subcategory of text-oriented bundles) were absent in the corpus. Moreover, this study found the gap between tokens and types of each bundle function, indicating the restricted variants of bundles used by the learners. Considering the low frequency of text-oriented bundles, the absence of structuring bundles, and restricted bundles, thus the exposure of more lexical bundles serving multiple functions in writing materials is necessary, especially bundles used for organizing and structuring texts.
In linguistic typology, the terms "tense", "aspect", "mood/modality" are commonly used and recognized as verb paradigms or verbal systems (morphosyntactically) as well as verb semantic aspects (semantically) in describing language characteristics. Those terminologies, however, are treated as equivalents, while theoretically they remain problematic. Tense and aspect belong to grammatical categories, while modality is a semantic notion. There is also another term 'mood' that is often misunderstood as the synonym of modality of which they are basically two distinct yet related concepts. This paper then aims at revisiting those terms above by using the terms "temporality', "aspectuality, and "modality" and investigating the realizations of those notions in English and Indonesian in order to obtain comprehensive understanding. This study employed contrastive analysis to compare English and Indonesian. The data were collected from two synchronic corpora, Corpus of Contemporary American English (COCA) for English data and Wortschatz Leipzig Corpora Collection (WLCC) for Indonesian data. The results of the 1 Naskah ini merupakan bagian kecil dari disertasi penulis pertama-di bawah arahan Prof. Dr. I Dewa Putu Wijana, S.U., M.A., selaku promotor-yang dikontrastifkan dengan bahasa Indonesia, hasil kolaborasi dengan penulis kedua.
To achieve the purpose of successful language teaching, the materials should represent the actual use of English to equip learners with communicative skills. In fact, some research has shown that there are mismatches between conversations in textbooks and authentic conversations. Regarding the foreign status of English in Indonesia, it is compelling to further study the conversations in the textbooks enabling for the improvement of the materials. This study examines the characteristics and features of conversations in curriculum-based EFL textbooks for senior high school in Indonesia, namely Bahasa Inggris X, Bahasa Inggris XI, and Bahasa Inggris XII. To profoundly elaborate on this topic, this study identifies conversation features in the textbooks and compares them with characteristics of conversations in three corpus-based English textbooks, Touchstone 1, Touchstone 2, and Touchstone 3. The results show that there are some discrepancies between textbooks in Indonesia with the conversational features and with conversations in corpus-based textbooks. Indonesian EFL textbooks predominantly lack hesitation devices and the use of discourse markers is less varied. In terms of topics, Indonesian EFL textbooks are alike corpus-based textbooks; both focus on everyday topics. The other topics, however, remain problematic since Indonesian EFL textbooks insignificantly talk about school life and mostly talk about social topics and self-topics. Corpus-based textbooks, on the contrary, avoid social topics. These mismatches are inevitably questionable, as conversations in textbooks should exemplify the real conversational features. Pedagogically speaking, textbook writers should consider the naturalness of the conversations to support the EFL teaching practice in Indonesia.
Berbicara ragam gaul bahasa Indonesia sekarang ini pastilah pikiran tertuju pada “bahasa” Alay. Jauh sebelum itu, sebenarnya ragam gaul telah ada. Hanya, Alay yang sekarang muncul adalah perubahan dari ragam gaul pada zaman dulu. Karena beberapa hal, bentuk dan aturan pemakaian ragam ini dimungkinkan berubah. Pemakaian pronomina persona juga dimungkinkan mengalami atau pergeseran (shift). Pronomina persona kau atau saya, misalnya, akan sungguh terasa janggal bila diucapkan remaja zaman sekarang dalam konteks percakapan normal dengan remaja lain di Jakarta. Oleh karena itu, makalah sederhana ini membahas tentang pronomina persona apa saja yang mengalami pergeseran serta bagaimana pergeseran pemakaian pronomina persona dalam bahasa Indonesia “gaul”. Dengan metode kualitatif dan data dari berbagai sumber (terutama film), diharapkan menghasilkan gambaran yang cukup tentang pergeseran ini serta mengapa hal ini sampai terjadi.
Along with verbs, nouns are very crucial—among other lexical and functional categories—in arranging linguistic constructions. Thus, there are many ways to change words from other word classes into nouns or known as nominalization. This paper aims at describing the similarities and differences of nominalization in English, Indonesian, and Javanese. By contrasting three different languages, this study can give another insight on nominalization, especially for language teachers and students of language. This study employed a qualitative method in accordance with the type of data collected (i.e. clauses containing nominalized units). The data were collected using metode simak for English language data and researchers’ intuition as the native speakers of Indonesian and Javanese. English language data were collected from English grammar books. The approach used is contrastive analysis to compare three languages under study. The method of analysis is metode padan translational and metode agih. The results of the analysis show that generally, these three languages use affixation, particles, and conversion as the nominalizers. English, however, differs from Indonesian and Javanese since it doesn’t have reduplication as nominalizer and the use of particle is limited to the initial position. Unlike English, Indonesian and Javanese tend to be alike and it is plausible since both are from the same language family. In the comparison, it is figured out that there are three main similarities and six differences of the realizations of nominalization in English, Indonesian, and Javanese. The results are plausible due to the unrelatedness of English with Indonesian and Javanese.
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