This study focuses on contrastive analysis of the characteristics and features of adverbs in English and Indonesian languages. This study explores all similarities and differences of adverbs according to their forms, formations, meanings and positions in both languages thoroughly and accordingly predict what sorts of errors the Indonesian learners of English may encounter. This research uses descriptive method by using library research in which all data are collected from linguistics books from both languages. The findings show that there are similarities and differences almost in all aspects of adverbs in both languages. (1). Both languages have two similar forms, as origin and derivative. But in Indonesian, the original and derivative ones can be classified again into reduplication word. (2). The formations of adverbs in both languages use different affixation systems as inflection and derivation. Indonesian uses various affixes such as prefixes, suffixes and confixes, while English uses only kinds of affixes as prefix and suffix. In forming adverbs from adjectives, English uses a suffix ‘-ly’, and a prefix ‘a-‘, meanwhile most of the Indonesian adverbs have the same form as adjectives or without any addition of affixes. Referring to adverbs derived from verbs, Indonesian ones may be formed through reduplicating the base form of the verbs, while English does not have this system. The formation of adverbs derived from nouns, English uses some suffixes such as, -ly, -ward(s), -ways, -wise, and a prefix, a-. Meanwhile Indonesian uses only one prefix ‘se-, one suffix –nya’ and by reduplicating the base form of the noun (e.g., hati becoming hati-hati), it is not in English ones. (3). In terms of their meanings, even though both English and Indonesian are alike, a great difference appears that several words called auxiliaries verbs in English and some English verbs such as, like, want, and wish, etc. have different word classes, concept and function in both languages. Those auxiliaries’ words and verbs are basically real adverbs as qualifiers in Indonesian. (4). Referring to adverb positions, generally, Indonesian adverbs are more mobile in sentences, meanwhile, English ones have certain common positions except some words should be placed permanently. These differences of adverbs in English and Indonesian are identified as problems caused by language interference for Indonesian students. Consequently, the results of this extensive research may be useful for teachers, students, curriculum development and materials of teaching.
This study’s main focus was describing adjectives’ characteristics in English and Indonesian. It examined the similarities and differences in the features of adjectives in the two languages through a parallel comparison using the contrastive analysis approach. Data were collected from linguistics books from both languages. The results indicated that similarities and differences are found almost in all aspects of adjectives in both languages when analysed from the viewpoint of their classifications according to their forms, formations, meanings, and positions. At the morphological level, the reduplication form found and shared in Indonesian is not found in English. The habits of using Indonesian reduplication adjectives, which denote something done repeatedly and used for emphasis, tend to make Indonesian learners apply this rule to English. Both languages use different systems in terms of affixation as the formation of adjectives. English adjectives only have two kinds of affixes, namely prefix and suffix, while Indonesian ones have four kinds of affixes such as prefix, infix, confix, and suffix. The differences between native and foreign languages in forms, formations, meanings, and positions cause learning and teaching process difficulties. By knowing and understanding similarities and especially differences, teachers and students can solve the problems of learning and teaching English adjectives since these differences are the fundamental aspects of the problems faced by Indonesian native speakers when studying the target language. Consequently, having a good understanding of this critical aspect of the English language can reduce problems of learning and teaching English to Indonesian native speakers.
The Gayo ethnic has diverse and unique customs compared to their family ethics in Aceh, one of which is its indigenous marriage pattern, procession, stage, and philosophy in that tradition. This study is qualitative research using an anthropological approach. Data collection techniques used are interviews and documentation and observation studies. The results of the study show that there have been changes in Gayo society which have resulted in different traditions and rituals and have adapted very much to the present. The community now tends to adapt the series of processions and phases of marriage traditions as to fit their socio-cultural atmosphere today which is now part of Gayo ethnic life atmosphere. This has brought value shift and change when explored from all aspects of its implementation. As a result, the philosophies of the indigenous marriage pattern and its series of sacred and ritual processions in every phase which was full of valuable messages and meanings including some traditional authoritative actors that are involved within become faded, forgotten, and even eliminated. The poor knowledge of the young Gayo people about their traditional values as their ancestor's cultural heritage shifted their attitudes and mindsets. The findings show that the direction of various changes within a series of Gayo marriage processions and phases pivots and leads to the concept of modern and global culture as the results of the changing of attitude, mindset and willingness to change within the community, cultural acculturation, the crisis of tradition information sources as due to the retreat of traditional leaders who played role in transmitting their culture and tradition; and the emergence of various channel and agents of changes such as the government and religious institutions, the rising level of education, people mobility, assimilation through mixed marriages, tourist destinations and mass media and new technologies as parts of agents of changes.
This research critically studied the verbal and nonverbal symbols in the processions of the marriage tradition of the Gayo ethnic in Central Aceh by tracing back, exploring and examining all symbols and their symbolic meanings and philosophy as an effort of preserving one of the Gayo traditional heritages. Its main aim was to describe unique verbal and non-verbal symbolic features with semiotic meanings and philosophical messages based on the local values of the Gayo ethnic. The study employed a qualitative research design. The data were collected from observation, interviews and documentation. The data were analyzed with the Miles and Huberman interactive models consisting of data reduction, data display, and conclusion drawing/ verification. Meanwhile result analysis was based on the semiotic analysis of Roland Barthes. The result showed that most of the series of phases of Gayo ethnic marriage processions were filled with verbal and non-verbal symbols, which have semiotic meanings and philosophical messages which are still used until this day. However, many of those verbal and nonverbal symbols have no longer been understood well by Gayo young generation. Consequently, they only perform the series of processions as a formality without understanding the meaning of each symbol.
Teachers’ competences should be shaped from a very early stage of their training (Mâţă, Cmeciu, & Ghiaţău, 2013). For that reason, pre-service teachers are required to get involved in teaching internships and gain professional experience from training programs and workshops. These experiences are assets for these pre-service teachers when they resume teaching positions upon graduation. The present narrative study, therefore, aims to investigate the benefits of international teaching internship, known as South-East Asian Teacher (henceforth SEA-Teacher Program) on Indonesian pre-service English teachers’ identity and competence development. There were four male and four female participants of SEA-Teacher program participated in the study. The data for this study was generated through in-depth semi-structured phone and email interviews. The study reveals that this program has developed personal competences of the pre-service teachers, in which they improve self-confidence, coping mechanisms, and time management skill. The “SEA-Teacher” also improved pre-service teachers’ professional competences, such as development of communicative competence, pedagogical skills, new worldviews on education, career goals and new opportunities. The program also benefited these pre-service teachers’ understanding of different cultures, strengthening global-networking and promoting respect. The findings also indicated that SEA Teachers’ competences need to be further developed. Given the significant relationship between teaching competences and teaching internship at international level, it is necessary to promote the SEA-Teacher personal and professional competence. These competences are advised to be reinforced, with more emphasis on weaker domains.
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