“It is dark. I still see quite light, but it looks like we are walking far enough. Look around us, we have started a lot of big trees, there was the sound of crickets, the air is cooler when compared with our first time here. But this is the moment that we like, right? It becomes darker, even better because it means we are closer to the forest and felt more our climb.” Taufik said to Budi.
"Damn, you are so gay! Budi looked frightened.
“Hahahaha.” Taufik actually laughed out loud. “I’m joking, stupid!”
The night was getting late, they decided to rest after seeing many of the tents of other climbers.
“Well, as usual, you make the tent, and I made a bonfire, deal?”
“Yes.” Budi answering brief.
“Have you just arrived, sir? What can I do for you?” said one of the climbers.
“Oh, maybe, if you don’t mind.”
The climber helps Budi to build tent. After finished making a tent, Budi offered a cup of coffee to the climbers, while closer to the bonfire that Taufik made.
“I’m Budi and he is my friend, Taufik. We are from Bandung.” Budi introduced himself and Taufik to these climbers.
“My name is Tomy, I'm from Jakarta. And they who in the orange tent are my friends.”
They talk a lot, Taufik telling their identity, he told that he and Budi are friends since childhood and have the same hobbies like hiking and going to places associated with nature. Budi just smiled at his friend who is talkative and has easy way to get closer with the people.
Then Tomi told them about a waterfall he had ever heard while climbing in Rancaupas’ area.
“People call it “small Niagara”, because it looks like real Niagara but not as tall as the real one in Canada. Have you been to Canada before?” Tomi said.
“Ha-ha. Not yet, but it sounds interesting to go there, but the myth is the Niagara won’t be found if we find seriously.” Taufik said then laughed.
“Hey Budi, are you ok?” (Taufik tickle Budi) but Budi just gave his smile.
***
“In the forest we can find many kinds of medicinal plants. Cendana is one of them, its wood uses for dysentery medicine, diarrhea, and enteritis. Its leaf also uses for people who suffers asthma.” Boris, a fierce biology teacher, explained clearly in the class.
“Huh…why this teacher always talking too much, I want escape from this class!” Taufik talked to Budi.
“Hey Taufik, what are you talking about? Do you listen to me? Now explain the advantages of Cendana. If you can’t, get out from my class!”
Taufik a little bit shocked. Budi just laughed.
“Calm down sir, I can answer your question, because people call me a jungle boy. Ha-ha.” Taufik said. “Cendana, the leaf and wood is used for asthma, dysentery, diarrhea, and enteritis. We can drink its water as our treatment.”
Boris was in a huff for a while, and then screamed, “Although, you are arrogant, but you are the jungle man. There is no wrong answer, ah, if you talk, no problem. It’s all up to you. I know, you can arrange itself,” Taufik laughed full of victory.
The lesson of Mr. Boris finished, student’s face looked happy but it must be postponed because Mr. Boris said, “Students, before this class over, I want to tell you several information, we will hold extracurricular inauguration in Rancaupas next week, so, it must be followed by all extracurricular members”.
“Wooooo” the class was noise, they had various responses.
Some students looked happy and smiling including Taufik and Budi. They were happy because forest is their second home where they are free to express everything. There were students who look daze, other they talked what they should bring busily.
Suddenly, Taufik’s smile was different, knit one’s brows, and squint. Budi realized Taufik’s face expression then he touched Taufik’s shoulder.
“What’s happen to you?,” Taufik stared Budi delightfully.
“Do you remember when we met the climber that told us about a small Niagara, he said that the waterfall hard to find, if we are looking for it?”
“Yes, so, what is happen?” Budi asked innocent.
“Yes, we can try to find this unearthly waterfall!” Oh, Budi just said that word. “Will you follow me?” Taufik asked.
“I am not Budi, If I were not follow” Taufik’s smile looked wide; some plans are arranged in his mine.
***
“We will depart in 15 minutes, all of students should be around the bus, and so, you can be listed by teachers in each group.” Boris said.
“Bah, it’s cool, we can find that waterfall, horary” , said Taufik imitate Mr. Boris’ expression. “Horas bah”, Budi replied.
Just as their arriveed in the forest, they put the goods in order.
“Hey, I see both of you always together, what are you doing? You better bring those goods to the camp”. Rangga, leader of the group, commanded.
Taufik and Budi followed Rangga’s instruction with no sincerity.
“That’s right Rangga. Why do both of you always together? It’s so weird.” Rio said rudely. Taufik and Budi said nothing.
“I think you two are gays”, Rani laughed out loud.
“Both of you have to make a tent! But I doubt. Can you?” Rio asked. Hearing Rio’s instruction to Taufik and Budi, Rangga and rani just smiled.
“It’s ok Bud, calm down. The important thing is to find he waterfall, isn’t it? Haahaha” Taufik said.
The following day.
“Kriikk kriikk kriikk.” The sound of crickets neither broke the silence of forest nor breaks the boredom of taufik and Budi. Only Boris’ shouted that woke up the people in the tent and might be the animals surround the tent.
“Everybody gathers now! You may clean yourself in that river, and then re-gather here in 15 minutes to have a breakfast.” Boris gave the instruction to his students.
Some children began to clean themselves in the river. For those who are not familiar with the forest weather must be feeling cold.
Budi and Taufik, the "Siamese twins" who was educated in the woods is not the slightest feeling cold, they look really enjoy swimming in the river as she joked.
“You are a jungle boy!” Rio said sarcastically as he folded his hands into his own chest, trying to reduce the chill.
“Heh, cute girl won’t you to take a bath here? What fear of hypothermia bathing in the river? Or you think that in the river had piranha fish? Hahahahaha,” Taufik said as she laughed heartily.
While the mind was only a small laugh as she splashed water-splash at the Rio, and Rangga.
“Damn you!”, Rio replied annoyed and ready to plunge to the river to approach the mind and ease, but Rani took him to explore the Rancaupas forest sounds more attractive than the cold water of the river that morning.
"Rio, Rangga, why do you still stay there? Come one follow me to explore Rancaupas forest, while the air is still fresh." Rani’s invitation from the river’s sounded so tempting. Mindlessly Rio and Rangga agreed with rani.
Taufik and Budi secretly planned the same thing for the sake of finding a small Niagara supposedly hard to find it.
They just used their instincts while down a path around the river flow. The longer they passed the river widened; the sign will soon meet with the downstream river. They decided to play them because of the direction of travel based on information received that they go to the Niagara area with forest, and reportedly difficult to find.
In another place, Rani, Rio, and Rangga still amazed with the beauty of their surrounding forests. Rani looked busy looking for the best view for a collection of photographs, while Rangga and Rio compared what they've learned so far from biology lessons that they can at school.
"That was so different between the book and the real, how is the shape of Begonia plants? According to the book, it can heal the wounds?" Suddenly Rio asked a question like that.
"Yes, yes, in the woods all the plants look the same, so it's hard to distinguish" Rangga responded.
"Ooh… Why do you talk about the lesson, just enjoy the scenery." Rani said.
Unconsciously, their way was farther away, two meters in front of them a long wooden bridge stretched, connecting the two valleys that are mutually across.
"Hurry up..." Rangga yelled, pulling on both of their hands.
"Yeah, wait me…" Rani shouted back to Rangga.
"Ooh… Is there no bridge that is better than this wooden bridge?” Rio asked.
"Husshh.. Don’t talk haphazardly like that!" Rani began too nervous to see the swayed wooden bridge. A quarter of the bridge has been passed safely, but suddenly. “Krakk.”A sound of broken wooden disturbs the silence of the forest. The bridge has broken off! “Aaahhhhhhh…” Within seconds they fell on the river flow under the broken bridge...
***
When Budi and Taufik walked along the river, they were surprised by their three friends who were driven ashore on the riverside. They rushed to help their friends. One of them was faint.
"Anyway, why could you be here?" Taufik shouted astonishingly.
"We fell down from the bridge," Rangga said. Budi and Taufik tried to awaken Rani with the cajuput oil carried by Budi.
"Well, your preparation is well, sir" Rio responded to the treatment given by Budi. Finally, Rani had regained consciousness and they were trying to calm her down after the events they had.
"Do you realize if we've lost? Why have you and Budi been here, fik? “Rani asked.
"Hahah, we just walking around," Taufik said and give a sign to Budi.
“What are you doing here?” Budi said curiously.
“We are just walking around, but we lost our way,” Rio answered softly.
“Do you know the way back to the base-camp? We want to back now,” Rani to Budi and Taufik asked.
“Ha-ha, it is easy guys, don’t worry, everything will be alright,” Taufik answered certainly with give a code again to Budi.
Eventually, the way where they wanted to back pass the dark so that they were suspicious about their friends, Budi and Taufik, lied them. The late of night, they resolve to build the camp.
“Wow.Your plan is incredible, also bring the camp,” Rangga begun suspicious to Taufik.
“Haha. We are a jungle boy and full with mistery,” Taufik answered with act playfully.
They spent the night in the camp. In the morning, they resolved to find the way back to the basecamp and leave them, before Taufik and Budi wake up. Unfortunately, they didn’t find the right way to the basecamp. At the time, one of them stumbled over the root of the tree and wounded. In the meantime, when Taufik and Budi woke up, they didn’t find their friends in the camp.
“Where are they go, Bud?” Taufik asked with chapped the clarity forest in the morning.
“I don’t know,” Budi answered calm.
“Let’s go to look for them,” Budi asked.
Then, they walked through the forest to look for their friends by following the footprint they left. After walked about one hour, Taufik and Budi find them and got one of his friends, Rangga, injured in his leg.
“Where did you go? We are confused,” Budi said.
“Oke, I want to know where you went, actually. You didn’t show me the way back to the camp, but go around without the aim” Rio asked.
“You are freak,” Rani teased.
"Come on! Tell us the truth. Where are you going?" Rangga asked.
"That is not important. We need to heal your wound. But first, I need water to clean it." Budi said.
"Sure. But where we can find the water?" Rani asked.
They went to find water. Then, they heard something, a sound of rumbling water.
"It seems that we are close to a river. You all go first. I need to fine medical plant." Taufik said.
They got near to the sound and find something amazing. A big and beautiful waterfall stood in front of them. This was the waterfall that Budi and taufik looking for.
"Th,thi,this is it. Little niagara." Budi was amazed.
"S,so, you have been searched it?" Rio said.
They were amazed and motionless for a while. Then Taufik came.
"Oh my God."Taufik said. He dropped all leaves that he brought.
"So the myth is true." Budi said to Taufik.
After they were motionless for a while, Rangga shouted,
"Can you stop doing nothing?”
They all surprised and then laughed.
"I'm sorry." Taufik said. "This is begonia. It can netralize your wound."
Rangga, Rio and Rani stared each other.
"So, this is begonia." Rani said.
Budi and Taufik smiled.
Work Explanation
This short story inspired from William Wordsworth poetry, Expostulation and Reply. The story is about two students who feel bored to study at class, they prefer go to forest or something like that to learn about nature. In contrast, there are 3 students who are very diligent and never play truant. One day, five of them are attending extracurricular inauguration in Rancaupas. In that moment, the two people (who prefer go to forest then study in class) show their intelligent and skill, they help one of three students (diligent student) who were injured in the forest. They help their friend with their knowledge about medicine (plant that can be used to cure the wound). They get that knowledge not from the book but from nature. It shows their ability to keep struggle in the forest, knowledge isn’t only comes from the book but also it comes from around us, our nature.
Creating the work
This work is created by discussing and combining ideas from each person. First, we write the story in Indonesian language and then translate it into English. Each person translated one page.
Renisa Khairani (180410070072) : story writer, translator
Denny Septian Wahyudy(180410070074) : story writer, translator
Alvira Andang Kusuma(180410070075) : story writer, translator
Diana Melisa Dewi (180410070078) : story writer, translator
M. Khalifagypan (180410070089) : story writer, translator
Tiara Kartika Sari (180410070091) : story writer, translator
Meilani Nurul Utami(180410070093) : story writer, translator
Derra Parindra (180410070094) : story writer, translator
Jumat, 16 Juli 2010
KOTAK PASIR
Di tengah, ada sebuah kotak pasir berukuran 3x3 m. Di dalamnya terisi ember-ember berbentuk kastil, sekop kecil dan mainan-mainan anak kecil yang berceceran.
Di bagian lain, tepatnya dibagian pojok kanan belakang, ada sebuah bangku kayu panjang yang menyenangkan jika diduduki oleh dua orang atau cukup diduki oleh tiga orang.
Aurel, seorang anak berumur 2 tahun, sedang bermain di kotak pasir bersama temannya. Diperhatikan (sedikit) oleh ibu-ibu mereka yang duduk di bangku.
Dibangku tersebut duduk tiga orang wanita muda, terlalu muda untuk mempunyai seorang anak yang berumur 2 tahun. Dua diantaranya merupakan ibu Aurel dan ibu temanya. Mereka bertiga sedang berbincang-bincang.
Aurel dan temanya sedang bermain pedang-pedangan. Walaupun belum lancar berbicara tapi mereka mengerti apa yang mereka bicarakan. Mereka menirukan tokoh pahlawan dari acara televisi yang mereka tonton.
Awalnya mereka saling memukulkan pedang mereka, namun akhirnya mereka memukul ke arah kepala. Aurel memukul kepala temannya dengan keras, tepat di kepalanya. Temannya jatuh dengan kepala berdarah dan menangis. Aurel pun bersorak senang.
Ibu temannya aurel datang menghampiri, melihat keaadaan anaknya dan berbicara kepada Aurel. Aurel tidak mengerti apa yang dibicarakan oleh orang tersebut. Wanita itu pun pergi meninggalkan tempat tersebut.
Aurel bermain sendiri. Dia mengambil sebuah ember, memasukan pasir, membalikan ember tersebut, dan mengangkatnya dengan cepat. Dia memasukan pasir ke ember, membalikan ember tersebut, dan mengangkatnya perlahan. Dia memasukan pasir ke ember, membalikan ember tersebut, dan mengangkatnya dengan cepat. Kesal, dia memasukan pasir ke ember, memukul-mukul pasir di dalam ember tersebut, membalikan ember tersebut dan pergi mengambil sekop.
Aurel mengumpulkan pasir menggunakan sekop, membentuknya menjadi gunung dan memukul-mukulnya. Dia melepaskan sekop yang dipegangnya, memasukan tanganya ke dalam gunung tersebut sampai tanganya keluar sisi lain dari gunung itu. Dia mengeluarkan tanganya, menunduk dan melihat ke dalam lubang yang telah ia buat.
Dia mengambil mobil-mobilanya sambil menirukan suara mobil, menjalankan mobilnya masuk ke dalam lubang yang dia buat dan mengambilnya dari sisi lubang yang lain. Dia menjalankan mobilnya naik ke atas gunung yang ia buat, memasukan ke dalam lubang dan mengambilnya dari sisi lubang yang lain. Dia menjalankan mobilnya dari bawah gunung, naik ke puncak gunung dan terbang, menjalankan mobilnya di udara kemudian masuk ke dalam lubang.
Seseorang membuang rokoknya yang masih menyala didekat kotak pasir. Aurel datang dan mengambil rokok itu, menaruhnya di bibirnya dan membuangnya. Dia kembali ke kotak pasir, mengambil pasir dengan tanganya, dan memakanya. Dia mengunyah pasir didalam mulutnya, merasakannya dan kemudian memuntahkanya. Dia mengambil bola dan melemparkanya keluar kotak pasir.
Ibunya melambaikan tanganya kepada teman kepada temanya yang hendak pergi. Dia melihat ke anaknya yang sedang berada di kotak pasir dan berjalan menghampirinya.
Aurel mendekati ember yang tadi ia balikkan dan mengangkatnya. Dia tersenyum dan mengisi kembali ember tersebut dengan pasir. Ibunya datang menghampirinya dan mengisaratkan dia untuk datang dan pulang ke rumah.
Aurel menolak dan merengek. Ibunya tetap memaksa. Aurel mengambil pedang mainanya dan menghampiri ibunya. Ibunya duduk untuk menggendong Aurel. Aurel mengibaskan pedangnya berkali-kali kepada ibunya. Ibunya berdiri marah dan berteriak-teriak, kemudian mengangkat leher Aurel. Aurel diam, mukanya mulai pucat, lidahnya terjulur keluar dan matanya terpejam.
Rabu, 14 Juli 2010
SEDIKIT ANALISIS SEMIOTIK
Kata-kata yang terdapat pada iklan diatas hanya “Nivea Hair Care”, ini megaskan bahwa gambar tersebut merupakan suatu produk perawatan rambut yang dikeluarkan nivea. Warna didominasi oleh warna coklat yang merupakan tanah dan rambut yang berwarna pirang. Pada gambar tersebut terdapat tengkorak yang sebagian besar terkubur dalam tanah dan memiliki rambut pirang yang panjang dan bergelombang.
Elemen-elemen tersebut jika direlasikan menandakan bahwa ada mayat yang sebagian besar tubuhnya terkubur didalam tanah sedangkan bagian wajah dan rambutnya berada dipermukaan. Wajah yang sudah berbentuk tulang atau tengkorak menandakan bahwa mayat tersebut sudah lama terkubur. Tetapi rambutnya tetap bagus dan utuh.
Dari bentuk dan warna rambutnya dapat diperkirakan bahwa mayat tersebut adalah seorang wanita. Rambut pirang jika direlasikan dengan wanita menandakan bahwa wanita tersebut adalah wanita yang cantik. Sehingga membuat wanita yang berambut hitam tidak terlihat lebih cantik. Hal ini mungkin menandakan bahwa iklan tersebut hanya cocok untuk wanita-wanita yang memiliki rambut pirang.
Keseluruhan iklan ini menandakan bahwa jika seorang wanita menggunakan produk tersebut, maka rambutnya akan terlindungi dan tetap indah.
AUXILIARY VERB
I. PENDAHULUAN
I.1.Pengertian Sintaksis
Istilah sintaksis berasal dari bahasa Yunani Kuno, yaitu ‘sun’ yang berarti bersama dan ‘tattein’ yang berarti menempatkan. Jadi secara etimologis sintaksis berarti menempatkan atau menyusun kata-kata secara bersama-sama sehingga menghasilkan kelompok kata atau kalimat.
Menurut Jacob (1995 : 3), sintaksis merupakan “... the grammatical principles, units, and relations involved in sentence structure.” Sintaksis merupakan prinsip-prinsip, unit-unit, dan hubungan-hubungan gramatikal yang ada dalam struktur kalimat.
Menurut Kridalaksana (1993 : 199), sintaksis merupakan :
1. pengaturan hubungan antara kata dengan kata, atau dengan satuan-satuan yang lebih besar, atau antara satuan-satuan yang lebih besar itu dalam bahasa. Satuan terkecil dalam bidang ini adalah kata;
2. subsistem bahasa yang mencakup hal tersebut (sering dianggap bagian dari gramatika; bagian lain adalah morfologi);
3. cabang linguistik yang mempelajari hal sintaksis.
Jadi, dengan demikian dapat dsimpulkan bahwa sintaksis merupakan bagian dari linguistik yang mempelajari tentang susunan kalimat yang meliputi struktur dan hubungan antara satuan-satuan bahasa, yaitu kata, frase, dan klausa.
I.2. Kata Kerja (verbs)
Dalam struktur kata bahasa Inggris, kata memiliki fungsi-fungsi, yaitu sebagai subjek (subject), predikat (predicate/verb), objek (object), dan keterangan (complement).
Predikat atau predicate atau kata kerja adalah bagian klausa yang menandai apa yang dikatakan oleh pembicara tentang subyek. (Kridalaksana, 1982 : 136)
Sedangkan dalam Basic English Grammar & Usage terdapat batasan sebagaimana berikut ini : ‘A verb expresses action or state of being’ (Midden roof ; 1).
Contoh :
He went to school.
She is a girl.
Went dalam kalimat pertama menunjukkan ‘action’, sedangkan is dalam kalimat kedua menunjukkan ‘state of being’.
Kata kerja terbagi menjadi beberapa jenis, yaitu :
a) A transitive verb.
b) An intransitive verb.
c) Copulative verbs.
d) Auxiliary verbs.
A transitive verb atau kata kerja transitif adalah sebuah kata kerja yang membutuhkan sebuah objek langsung untuk melengkapi arti kata kerja tersebut.
Contoh :
She cut her finger.
Cut merupakan kata kerja transitif yang membutuhkan objek langsung. Dalam kalimat di atas objek langsungya adalah her finger.
An intransitive verb atau kata kerja intransitif, yaitu sebuah kata kerja yang tidak membutuhkan objek langsung dalam melengkapi maknanya.
Contoh :
He ran down the stairs.
He ran.
Ran dalam kalimat diatas merupakan kata kerja intransitif, dalam hal ini walaupun kata kerja itu tidak didampingi objek, yaitu down the stairs, kalimat tersebut masih memiliki makna.
Copulative verbs adalah kata kerja yang berfungsi untuk menghubungkan subjek dengan kata kerja lain atau dengan kata sifat.
Act appear arrive be become come end up get go grow fall feel keep lie look play plead prove remain rest run seem shine smell sound stay stand taste turn turnout wax
contoh :
Tom acted suspicious.
Bill appears satisfied, but really is not.
The teenager arrived early at the party.
Tom is a coward.
Tom became wealthy.
The prediction came true.
The room ended up a mess.
Tom got angry.
The man went crazy.
Tom grew insistent.
Tom fell prey to the deceitful man.
Tom felt nauseated.
Tom kept quiet.
The paper lies crumbled up on the floor.
Tom looks upset.
The opossum played dead.
The woman pleaded innocent.
Tom's behavior proves difficult to understand.
Tom remained unsatisfied.
Rest assured.
The dog runs wild.
Tom seems happy.
Bill's smile shines bright.
The perfume smelled sweet.
Tom sounded obnoxious.
Amy stayed happy.
The athlete stands tall.
The food tastes fresh.
Tom turned angry.
The cookies turned out great.
Tom waxed poetic.
Auxiliary verbs atau kata kerja bantu yaitu kata kerja yang berfungsi untuk menambahkan informasi arti atau menerangkan kata kerja lain.
Contoh :
They can do it.
She should study hard.
Kata kerja bantu atau auxiliary verbs akan dibahas lebih lanjut pada bagian pembahasan.
II. PEMBAHASAN
Auxiliary verbs berasal dari bahasa latin auxiliarius atau auxilium yang berarti bantu dan verbum yang berarti kata kerja.
Auxiliary verb is verb used with another verb: a verb that is used with another verb to indicate person, number, mood, tense, or aspect. (Encarta ® World English Dictionary © & (P) 1998-2005 Microsoft Corporation. All rights reserved.)
II.1. Fungsi Auxiliary verbs
Seperti yang sudah diketahui pada bahasan sebelumnya, auxiliary verb atau kata kerja bantu merupakan kata kerja yang berfungsi untuk menambahkan informasi arti atau menerangkan kata kerja lain. Menurut fungsinya auxiliary verb dibagi menjadi beberapa kategori, yaitu :
1. Progressive aspect atau makna sedang
2. Perfect aspect atau makna lampau
3. Future Meaning atau Makna yang Akan Datang
4. Passive voice atau makna pasif
5. Modals
6. Dummy
1. Progressive Aspect atau Makna Sedang
Kata kerja bantu yang menerangkan makna sedang adalah to be (is, am, are) yang diikuti dengan bentukan verb+ing.
Contoh :
I am studying English Grammar now.
She is listening the music.
They are playing football.
Kata kerja bantu juga menerangkan makna sedang yang bersifat lampau dengan menggunakan was atau were. (was digunakan untuk subjek I, he dan she sedangkan were digunakan pada subjek we, they dan you).
Contoh :
This time last year I was living in Brazil.
They were playing tennis at 10.30.
2. Perfect Aspect atau Makna Lampau
Kata kerja bantu yang menghasilkan makna lampau adalah have/has dan had yang diikuti dengan past participle.
Contoh :
I have read the novel.
She has written the text.
Tom had already gone home, when I arrived.
Penambahan kata kerja bantu been pada have/has akan menghasilkan makna sudah berlangsung dan sedang dilakukan.
Contoh :
It has been raining.
I have been talking to Tom about your problem.
Penambahan kata kerja bantu been pada had akan menghasilkan makna sudah berlangsung dan sedang dilakukan pada saat suatu kejadian terjadi.
Contoh :
They had been playing for half an hour when there was a terrible storm.
3. Future Meaning atau Makna yang Akan Datang
Kata kerja bantu yang menghasilkan makna yang akan datang adalah modal will/shall.
I will go to Bandung next week.
Penggunaan shall dan will
Pada British English shall biasanya digunakan pada subjek I dan We, sedangkan will digunakan pada she, he, it, they dan you. Sedangkan pada American English shall sangat jarang digunakan.
Penambahan kata kerja bantu be pada will akan menghasilkan makna akan sedang dilakukan pada suatu waktu di masa yang akan datang.
Contoh :
She will be studying in class at 10.30 tomorrow.
Penambahan kata kerja bantu have pada will akan menghasilkan makna akan berakhir pada suatu waktu di masa yang akan datang.
Contoh :
Next year Ted and Amy’s 25th wedding anniversary. They will have been married for 25 years.
4. Passive Voice atau Makna Pasif
Kata kerja bantu dapat menghasilkan bentuk pasif dengan adanya kata kerja bantu to be yang diikuti dengan past participle.
Contoh :
This room is cleaned everyday.
I am often invited to parties.
Many people are injured in road accidents.
Penggunaan to be dalam bentukan lampau (was/were) akan menghasilkan bentuk pasif dengan makna lampau.
Contoh :
The castle was built in 1540.
During the night we were all woken up by a loud explosion.
Penggunaan kata kerja bantu to be (is/am/are) dan being akan menghasilkan bentuk pasif dengan makna sedang.
Contoh :
The car is being driven now.
They are being knocked down.
She is being served by the shop assistant.
Penggunaan kata kerja bantu was/were dan being akan menghasilkan bentuk pasif dengan makna lampau.
Contoh :
When I arrived, the room was being cleaned.
We were being followed.
Penggunaan kata kerja bantu have/has/had dan been akan menghasilkan bentukan pasif dengan makna lampau.
Contoh :
The vehicle is hot. The motorcycle has been driven.
They have been invited to the party.
She knew the problem. She had been told by me.
Penggunaan kata kerja bantu will dan be akan menghasilkan bentukan pasif dengan makna yang akan datang.
Contoh :
The car will be arrived soon.
Penggunaan kata kerja bantu modal dan be akan menghasilkan bentukan pasif dengan makna yang diterangkan oleh modal tersebut.
Contoh :
This problem can be solved.
The students may be passed from the exam.
The road must be fixed, because it is too dangerous.
5. Modals
Modal expressing grammatical mood: used to describe verbs and auxiliary verbs expressing a grammatical mood such as possibility or necessity. (Encarta ® World English Dictionary © & (P) 1998-2005 Microsoft Corporation. All rights reserved.)
Kata kerja bantu modal menunjukan sikap pembicara terhadap situasi pembicaraan yang direfleksikan dalam bentuk kala. Quirk mendefenisikan kata kerja bantu modal sebagai berikut :
“modality, may be defined as the manner in which the meaning of a clause is qualified so as to reflect the speaker’s judgement of the likelihood of the proposition it expresses being true ...” (Quirk, 1985; 219).
Situasi pembicaraan yang dimaksud di sini adalah yang menyatakan seperti kemungkinan, keharusan, dan lain-lain yang ditunjukkan oleh bentuk-bentuk kata kerja bantu dan kombinasinya dengan verba lain. Jenis-jenis modal yaitu :
can could may might shall should will would must
Quirk menggolongkan makna kata kerja bantu modal sebagai berikut :
1. Can/could
- Menyatakan kemungkinan, misalnya :
The macth can take place indoors, if it’s raining tomorrow.
She could go anywhere if she wanted.
Fungsi kata can diatas menyatakan kemungkinan, hal ini dapat dilihat bahwa kalimat tersebut merupakan conditonal sentence atau kalimat pengandaian.
Fungsi kata could diatas sama seperti can yaitu menyatakan kemungkinan, kalimat ini juga merupakan conditional sentence namun dalam bentukan lampau.
- Bermakna kemampuan, misalnya :
He can speak Spanish.
I could always beat you at tennis when we were kids.
Fungsi kata can diatas adalah menyatakan kemampuan yang bersifat sekarang.
Fungsi kata could diatas menyatakan kemampuan yang bersifat lampau, hal ini diterangkan kembali dengan adanya keterangan waktu.
- Bermakna ijin, misalnya :
Can I borrow your pen?
Could you open the door?
Fungsi can dan could diatas adalah sama yaitu menyatakan permission atau ijin. Penggunaan kata could lebih sopan dibandingkan dengan can.
2. May/might
- Bermakna kemungkinan, misalnya :
He may be my advisor next semester.
There might be some complaints.
Fungsi kata might dan may diatas adalah sama yaitu menyatakan kemungkinan. Might merupakan bentukan lampau dari may.
- Bermakna ijin, misalnya :
May I borrow your hat.
Might I ask whether you ar using the typewriter?
Fungsi kata might dan may diatas adalah untuk menyatakan permission atau ijin. Kata might lebih menunjukkan kehati-hatian.
3. Will/shall and would
- Bermakna prediksi, misalnya :
The match will finish soon.
I shall get the money easily
- Bermakna kehendak, misalnya :
I will do it for myself.
Would you please take your hat?
We shall go to the school early.
4. Should
- Bermakna kesimpulan tentatif, misalnya :
They should be arrive at this time.
- Bermakna keharusan atau obligasi, misalnya :
You should get medicine.
5. Must
- Bermakna keharusan (logika), misalnya :
There must be a mistake.
- Bermakna keharusan, misalnya :
You must go to the hospital.
6. Dummy
Dummy adalah kata kerja do yang mempunyai fungsi untuk membentuk kalimat tanya dan kalimat negasi pada kalimat positif yang tidak memiliki kata kerja bantu, sehingga do berperan menjadi kata kerja bantunya.
Contoh :
You know the problem.
Negasi : You don’t know the problem.
Pertanyaan : Do you know the problem?
Penggunaan do, does dan did
Pada simple present tense, do dan does digunakan sebagai auxiliary pada kalimat negatif dan kalimat tanya (do untuk I, you, we dan they sedangkan does untuk she, he dan it). Sedangkan did digunakan untuk simple past tense.
Contoh :
I don't study at night.
She doesn't work here anymore.
Do you attend this school?
Does he work here?
Digunakan juga untuk jawaban singkat.
Contoh :
Does she work here? No, she doesn't work here.
Sebagai kalimat tanya :
Did your grandmother know Tom?
Do wildflowers grow in your back yard?
Sebagai pengulangan kata kerja.
Raul studies as hard as his sister does.
Penekanan pada kata kerja.
He does like spinach. He really does!
II.2. Penggunaan Auxiliary Verb
1. Negation (sebagai penanda negatif)
Auxiliary verb digunakan sebagai penanda negatif dalam suatu kalimat jika ditambah dengan kata not (n’t).
Contoh :
I can’t move my body.
I will not go to school tomorrow.
2. Inversion (sebagai kata tanya)
Auxiliary verb digunakan sebagai kata tanya pada suatu kalimat jika ditempatkan di awal kalimat.
Contoh :
Have you done your hemework?
Will you come to my party?
Terkadang auxiliary verb yang ditempatkan di awal kalimat juga menjadi bermakna ijin.
Contoh :
May I leave now?
Can you turn off the lamp, please?
3. Emphasis (penekanan)
Auxiliary verb do dapat menyatakan penekanan pada suatu kalimat positif.
Contoh :
I do like the beer!
4. Ellipsis (penerangan kata kerja sebelumnya)
Auxiliary verb digunakan sebagai penerang/penjelas dari kata kerja sebelumnya.
Contoh :
I will go, but she won’t [go].
Kata go pada klausa kedua dapat dihilangkan.
5. Tag Questions
Auxiliary verb yang di gunakan dalam kalimat dapat diulang di akhir kalimat dan dinegasikan untuk membentuk tag question.
Contoh :
You have cleaned the room, haven’t you?
You won’t come, will you?
III. KESIMPULAN
Auxiliary verb adalah kata kerja bantu kerja yang berfungsi untuk menambahkan informasi arti atau menerangkan kata kerja lain. Dalam penggunaaanya auxiliary verb terdiri dari 23 jenis, yaitu :
can could may might shall should will would must is am are was were have has had be been being do does did
Fungsi auxiliary adalah
1. Progressive aspect atau makna sedang
Subjek + is/am/are + V-ing
2. Perfect aspect atau makna lampau
Subjek + was/were + V-ing
Subjek + have/has/had ¬+ V¬¬3
3. Future Meaning atau Makna yang Akan Datang
Subjek + shall/will ¬+ V¬¬
Subjek + will + be ¬+ V¬-ing¬
Subjek + will + have been ¬+ V
¬¬
4. Passive voice atau makna pasif
Subjek + is/am/are + being + V¬¬3
Subjek + was/were + V3
Subjek + have/has/had + been ¬+ V¬¬3
Subjek + will + be ¬+ V¬¬3
Subjek + modal + be + V3
5. Modals
can could may might shall should will would must
Subjek + modal + V
6. Dummy
Auxiliary verb do untuk membentuk kalimat tanya dan kalimat negasi pada kalimat positif yang tidak memiliki kata kerja bantu, sehingga do berperan menjadi kata kerja bantunya.
Penggunaan auxiliary verb
1. Negation (sebagai penanda negatif)
Auxiliary verb digunakan sebagai penanda negatif dalam suatu kalimat jika ditambah dengan kata not (n’t).
2. Inversion (sebagai kata tanya)
Auxiliary verb digunakan sebagai kata tanya pada suatu kalimat jika ditempatkan di awal kalimat.Terkadang auxiliary verb yang ditempatkan di awal kalimat juga menjadi bermakna ijin.
3. Emphasis (penekanan)
Auxiliary verb do dapat menyatakan penekanan pada suatu kalimat positif.
4. Ellipsis (penerangan kata kerja sebelumnya)
Auxiliary verb digunakan sebagai penerang/penjelas dari kata kerja sebelumnya.
5. Tag Questions
Auxiliary verb yang di gunakan dalam kalimat dapat diulang di akhir kalimat dan dinegasikan untuk membentuk tag question.
DAFTAR PUSTAKA
Kridalaksana, Harimurti. 1982. Kamus Linguistik. Jakarta : PT Gramedia.
Chaer, Abdul.1994. Linguistik Umum. Jakarta : Rineka Cipta.
Jacobs, A. Roderic. 1995. English Syntax. New York : Oxford University Press.
Quirk, Randolph; Sydney Greenbaum, Geoffrey Leech, dan Jan Svartvik. 1985. A Comprehensive Grammar of The English Language. London dan New York : Longman Group.
Burchfield, R.W. 1996. The New Fowler's Modern English Usage. England : Oxford Clarendon Press.
Frodesen, Jan dan Janet Eyring. 1997. Grammar Dimensions: Form, Meaning, and Use 2nd. Boston: Heinle & Heinle.
Bernstein, Theodore. 1998. The Careful Writer. New York: The Free Press.
Murphy, Raymon. 1985. English Grammar In Use. New York : Cambridge University Press.
Quirk, Randolph dan Sidney Greenbaum. 1993. A University Grammar of English England: Longman Group.
http://grammar.ccc.commnet.edu/GRAMMAR.htm (November 2008)
http://en.wikipedia.org/wiki/Auxiliary.htm (November 2008)
http://en.wikipedia.org/wiki/Copula.htm (November 2008)
I.1.Pengertian Sintaksis
Istilah sintaksis berasal dari bahasa Yunani Kuno, yaitu ‘sun’ yang berarti bersama dan ‘tattein’ yang berarti menempatkan. Jadi secara etimologis sintaksis berarti menempatkan atau menyusun kata-kata secara bersama-sama sehingga menghasilkan kelompok kata atau kalimat.
Menurut Jacob (1995 : 3), sintaksis merupakan “... the grammatical principles, units, and relations involved in sentence structure.” Sintaksis merupakan prinsip-prinsip, unit-unit, dan hubungan-hubungan gramatikal yang ada dalam struktur kalimat.
Menurut Kridalaksana (1993 : 199), sintaksis merupakan :
1. pengaturan hubungan antara kata dengan kata, atau dengan satuan-satuan yang lebih besar, atau antara satuan-satuan yang lebih besar itu dalam bahasa. Satuan terkecil dalam bidang ini adalah kata;
2. subsistem bahasa yang mencakup hal tersebut (sering dianggap bagian dari gramatika; bagian lain adalah morfologi);
3. cabang linguistik yang mempelajari hal sintaksis.
Jadi, dengan demikian dapat dsimpulkan bahwa sintaksis merupakan bagian dari linguistik yang mempelajari tentang susunan kalimat yang meliputi struktur dan hubungan antara satuan-satuan bahasa, yaitu kata, frase, dan klausa.
I.2. Kata Kerja (verbs)
Dalam struktur kata bahasa Inggris, kata memiliki fungsi-fungsi, yaitu sebagai subjek (subject), predikat (predicate/verb), objek (object), dan keterangan (complement).
Predikat atau predicate atau kata kerja adalah bagian klausa yang menandai apa yang dikatakan oleh pembicara tentang subyek. (Kridalaksana, 1982 : 136)
Sedangkan dalam Basic English Grammar & Usage terdapat batasan sebagaimana berikut ini : ‘A verb expresses action or state of being’ (Midden roof ; 1).
Contoh :
He went to school.
She is a girl.
Went dalam kalimat pertama menunjukkan ‘action’, sedangkan is dalam kalimat kedua menunjukkan ‘state of being’.
Kata kerja terbagi menjadi beberapa jenis, yaitu :
a) A transitive verb.
b) An intransitive verb.
c) Copulative verbs.
d) Auxiliary verbs.
A transitive verb atau kata kerja transitif adalah sebuah kata kerja yang membutuhkan sebuah objek langsung untuk melengkapi arti kata kerja tersebut.
Contoh :
She cut her finger.
Cut merupakan kata kerja transitif yang membutuhkan objek langsung. Dalam kalimat di atas objek langsungya adalah her finger.
An intransitive verb atau kata kerja intransitif, yaitu sebuah kata kerja yang tidak membutuhkan objek langsung dalam melengkapi maknanya.
Contoh :
He ran down the stairs.
He ran.
Ran dalam kalimat diatas merupakan kata kerja intransitif, dalam hal ini walaupun kata kerja itu tidak didampingi objek, yaitu down the stairs, kalimat tersebut masih memiliki makna.
Copulative verbs adalah kata kerja yang berfungsi untuk menghubungkan subjek dengan kata kerja lain atau dengan kata sifat.
Act appear arrive be become come end up get go grow fall feel keep lie look play plead prove remain rest run seem shine smell sound stay stand taste turn turnout wax
contoh :
Tom acted suspicious.
Bill appears satisfied, but really is not.
The teenager arrived early at the party.
Tom is a coward.
Tom became wealthy.
The prediction came true.
The room ended up a mess.
Tom got angry.
The man went crazy.
Tom grew insistent.
Tom fell prey to the deceitful man.
Tom felt nauseated.
Tom kept quiet.
The paper lies crumbled up on the floor.
Tom looks upset.
The opossum played dead.
The woman pleaded innocent.
Tom's behavior proves difficult to understand.
Tom remained unsatisfied.
Rest assured.
The dog runs wild.
Tom seems happy.
Bill's smile shines bright.
The perfume smelled sweet.
Tom sounded obnoxious.
Amy stayed happy.
The athlete stands tall.
The food tastes fresh.
Tom turned angry.
The cookies turned out great.
Tom waxed poetic.
Auxiliary verbs atau kata kerja bantu yaitu kata kerja yang berfungsi untuk menambahkan informasi arti atau menerangkan kata kerja lain.
Contoh :
They can do it.
She should study hard.
Kata kerja bantu atau auxiliary verbs akan dibahas lebih lanjut pada bagian pembahasan.
II. PEMBAHASAN
Auxiliary verbs berasal dari bahasa latin auxiliarius atau auxilium yang berarti bantu dan verbum yang berarti kata kerja.
Auxiliary verb is verb used with another verb: a verb that is used with another verb to indicate person, number, mood, tense, or aspect. (Encarta ® World English Dictionary © & (P) 1998-2005 Microsoft Corporation. All rights reserved.)
II.1. Fungsi Auxiliary verbs
Seperti yang sudah diketahui pada bahasan sebelumnya, auxiliary verb atau kata kerja bantu merupakan kata kerja yang berfungsi untuk menambahkan informasi arti atau menerangkan kata kerja lain. Menurut fungsinya auxiliary verb dibagi menjadi beberapa kategori, yaitu :
1. Progressive aspect atau makna sedang
2. Perfect aspect atau makna lampau
3. Future Meaning atau Makna yang Akan Datang
4. Passive voice atau makna pasif
5. Modals
6. Dummy
1. Progressive Aspect atau Makna Sedang
Kata kerja bantu yang menerangkan makna sedang adalah to be (is, am, are) yang diikuti dengan bentukan verb+ing.
Contoh :
I am studying English Grammar now.
She is listening the music.
They are playing football.
Kata kerja bantu juga menerangkan makna sedang yang bersifat lampau dengan menggunakan was atau were. (was digunakan untuk subjek I, he dan she sedangkan were digunakan pada subjek we, they dan you).
Contoh :
This time last year I was living in Brazil.
They were playing tennis at 10.30.
2. Perfect Aspect atau Makna Lampau
Kata kerja bantu yang menghasilkan makna lampau adalah have/has dan had yang diikuti dengan past participle.
Contoh :
I have read the novel.
She has written the text.
Tom had already gone home, when I arrived.
Penambahan kata kerja bantu been pada have/has akan menghasilkan makna sudah berlangsung dan sedang dilakukan.
Contoh :
It has been raining.
I have been talking to Tom about your problem.
Penambahan kata kerja bantu been pada had akan menghasilkan makna sudah berlangsung dan sedang dilakukan pada saat suatu kejadian terjadi.
Contoh :
They had been playing for half an hour when there was a terrible storm.
3. Future Meaning atau Makna yang Akan Datang
Kata kerja bantu yang menghasilkan makna yang akan datang adalah modal will/shall.
I will go to Bandung next week.
Penggunaan shall dan will
Pada British English shall biasanya digunakan pada subjek I dan We, sedangkan will digunakan pada she, he, it, they dan you. Sedangkan pada American English shall sangat jarang digunakan.
Penambahan kata kerja bantu be pada will akan menghasilkan makna akan sedang dilakukan pada suatu waktu di masa yang akan datang.
Contoh :
She will be studying in class at 10.30 tomorrow.
Penambahan kata kerja bantu have pada will akan menghasilkan makna akan berakhir pada suatu waktu di masa yang akan datang.
Contoh :
Next year Ted and Amy’s 25th wedding anniversary. They will have been married for 25 years.
4. Passive Voice atau Makna Pasif
Kata kerja bantu dapat menghasilkan bentuk pasif dengan adanya kata kerja bantu to be yang diikuti dengan past participle.
Contoh :
This room is cleaned everyday.
I am often invited to parties.
Many people are injured in road accidents.
Penggunaan to be dalam bentukan lampau (was/were) akan menghasilkan bentuk pasif dengan makna lampau.
Contoh :
The castle was built in 1540.
During the night we were all woken up by a loud explosion.
Penggunaan kata kerja bantu to be (is/am/are) dan being akan menghasilkan bentuk pasif dengan makna sedang.
Contoh :
The car is being driven now.
They are being knocked down.
She is being served by the shop assistant.
Penggunaan kata kerja bantu was/were dan being akan menghasilkan bentuk pasif dengan makna lampau.
Contoh :
When I arrived, the room was being cleaned.
We were being followed.
Penggunaan kata kerja bantu have/has/had dan been akan menghasilkan bentukan pasif dengan makna lampau.
Contoh :
The vehicle is hot. The motorcycle has been driven.
They have been invited to the party.
She knew the problem. She had been told by me.
Penggunaan kata kerja bantu will dan be akan menghasilkan bentukan pasif dengan makna yang akan datang.
Contoh :
The car will be arrived soon.
Penggunaan kata kerja bantu modal dan be akan menghasilkan bentukan pasif dengan makna yang diterangkan oleh modal tersebut.
Contoh :
This problem can be solved.
The students may be passed from the exam.
The road must be fixed, because it is too dangerous.
5. Modals
Modal expressing grammatical mood: used to describe verbs and auxiliary verbs expressing a grammatical mood such as possibility or necessity. (Encarta ® World English Dictionary © & (P) 1998-2005 Microsoft Corporation. All rights reserved.)
Kata kerja bantu modal menunjukan sikap pembicara terhadap situasi pembicaraan yang direfleksikan dalam bentuk kala. Quirk mendefenisikan kata kerja bantu modal sebagai berikut :
“modality, may be defined as the manner in which the meaning of a clause is qualified so as to reflect the speaker’s judgement of the likelihood of the proposition it expresses being true ...” (Quirk, 1985; 219).
Situasi pembicaraan yang dimaksud di sini adalah yang menyatakan seperti kemungkinan, keharusan, dan lain-lain yang ditunjukkan oleh bentuk-bentuk kata kerja bantu dan kombinasinya dengan verba lain. Jenis-jenis modal yaitu :
can could may might shall should will would must
Quirk menggolongkan makna kata kerja bantu modal sebagai berikut :
1. Can/could
- Menyatakan kemungkinan, misalnya :
The macth can take place indoors, if it’s raining tomorrow.
She could go anywhere if she wanted.
Fungsi kata can diatas menyatakan kemungkinan, hal ini dapat dilihat bahwa kalimat tersebut merupakan conditonal sentence atau kalimat pengandaian.
Fungsi kata could diatas sama seperti can yaitu menyatakan kemungkinan, kalimat ini juga merupakan conditional sentence namun dalam bentukan lampau.
- Bermakna kemampuan, misalnya :
He can speak Spanish.
I could always beat you at tennis when we were kids.
Fungsi kata can diatas adalah menyatakan kemampuan yang bersifat sekarang.
Fungsi kata could diatas menyatakan kemampuan yang bersifat lampau, hal ini diterangkan kembali dengan adanya keterangan waktu.
- Bermakna ijin, misalnya :
Can I borrow your pen?
Could you open the door?
Fungsi can dan could diatas adalah sama yaitu menyatakan permission atau ijin. Penggunaan kata could lebih sopan dibandingkan dengan can.
2. May/might
- Bermakna kemungkinan, misalnya :
He may be my advisor next semester.
There might be some complaints.
Fungsi kata might dan may diatas adalah sama yaitu menyatakan kemungkinan. Might merupakan bentukan lampau dari may.
- Bermakna ijin, misalnya :
May I borrow your hat.
Might I ask whether you ar using the typewriter?
Fungsi kata might dan may diatas adalah untuk menyatakan permission atau ijin. Kata might lebih menunjukkan kehati-hatian.
3. Will/shall and would
- Bermakna prediksi, misalnya :
The match will finish soon.
I shall get the money easily
- Bermakna kehendak, misalnya :
I will do it for myself.
Would you please take your hat?
We shall go to the school early.
4. Should
- Bermakna kesimpulan tentatif, misalnya :
They should be arrive at this time.
- Bermakna keharusan atau obligasi, misalnya :
You should get medicine.
5. Must
- Bermakna keharusan (logika), misalnya :
There must be a mistake.
- Bermakna keharusan, misalnya :
You must go to the hospital.
6. Dummy
Dummy adalah kata kerja do yang mempunyai fungsi untuk membentuk kalimat tanya dan kalimat negasi pada kalimat positif yang tidak memiliki kata kerja bantu, sehingga do berperan menjadi kata kerja bantunya.
Contoh :
You know the problem.
Negasi : You don’t know the problem.
Pertanyaan : Do you know the problem?
Penggunaan do, does dan did
Pada simple present tense, do dan does digunakan sebagai auxiliary pada kalimat negatif dan kalimat tanya (do untuk I, you, we dan they sedangkan does untuk she, he dan it). Sedangkan did digunakan untuk simple past tense.
Contoh :
I don't study at night.
She doesn't work here anymore.
Do you attend this school?
Does he work here?
Digunakan juga untuk jawaban singkat.
Contoh :
Does she work here? No, she doesn't work here.
Sebagai kalimat tanya :
Did your grandmother know Tom?
Do wildflowers grow in your back yard?
Sebagai pengulangan kata kerja.
Raul studies as hard as his sister does.
Penekanan pada kata kerja.
He does like spinach. He really does!
II.2. Penggunaan Auxiliary Verb
1. Negation (sebagai penanda negatif)
Auxiliary verb digunakan sebagai penanda negatif dalam suatu kalimat jika ditambah dengan kata not (n’t).
Contoh :
I can’t move my body.
I will not go to school tomorrow.
2. Inversion (sebagai kata tanya)
Auxiliary verb digunakan sebagai kata tanya pada suatu kalimat jika ditempatkan di awal kalimat.
Contoh :
Have you done your hemework?
Will you come to my party?
Terkadang auxiliary verb yang ditempatkan di awal kalimat juga menjadi bermakna ijin.
Contoh :
May I leave now?
Can you turn off the lamp, please?
3. Emphasis (penekanan)
Auxiliary verb do dapat menyatakan penekanan pada suatu kalimat positif.
Contoh :
I do like the beer!
4. Ellipsis (penerangan kata kerja sebelumnya)
Auxiliary verb digunakan sebagai penerang/penjelas dari kata kerja sebelumnya.
Contoh :
I will go, but she won’t [go].
Kata go pada klausa kedua dapat dihilangkan.
5. Tag Questions
Auxiliary verb yang di gunakan dalam kalimat dapat diulang di akhir kalimat dan dinegasikan untuk membentuk tag question.
Contoh :
You have cleaned the room, haven’t you?
You won’t come, will you?
III. KESIMPULAN
Auxiliary verb adalah kata kerja bantu kerja yang berfungsi untuk menambahkan informasi arti atau menerangkan kata kerja lain. Dalam penggunaaanya auxiliary verb terdiri dari 23 jenis, yaitu :
can could may might shall should will would must is am are was were have has had be been being do does did
Fungsi auxiliary adalah
1. Progressive aspect atau makna sedang
Subjek + is/am/are + V-ing
2. Perfect aspect atau makna lampau
Subjek + was/were + V-ing
Subjek + have/has/had ¬+ V¬¬3
3. Future Meaning atau Makna yang Akan Datang
Subjek + shall/will ¬+ V¬¬
Subjek + will + be ¬+ V¬-ing¬
Subjek + will + have been ¬+ V
¬¬
4. Passive voice atau makna pasif
Subjek + is/am/are + being + V¬¬3
Subjek + was/were + V3
Subjek + have/has/had + been ¬+ V¬¬3
Subjek + will + be ¬+ V¬¬3
Subjek + modal + be + V3
5. Modals
can could may might shall should will would must
Subjek + modal + V
6. Dummy
Auxiliary verb do untuk membentuk kalimat tanya dan kalimat negasi pada kalimat positif yang tidak memiliki kata kerja bantu, sehingga do berperan menjadi kata kerja bantunya.
Penggunaan auxiliary verb
1. Negation (sebagai penanda negatif)
Auxiliary verb digunakan sebagai penanda negatif dalam suatu kalimat jika ditambah dengan kata not (n’t).
2. Inversion (sebagai kata tanya)
Auxiliary verb digunakan sebagai kata tanya pada suatu kalimat jika ditempatkan di awal kalimat.Terkadang auxiliary verb yang ditempatkan di awal kalimat juga menjadi bermakna ijin.
3. Emphasis (penekanan)
Auxiliary verb do dapat menyatakan penekanan pada suatu kalimat positif.
4. Ellipsis (penerangan kata kerja sebelumnya)
Auxiliary verb digunakan sebagai penerang/penjelas dari kata kerja sebelumnya.
5. Tag Questions
Auxiliary verb yang di gunakan dalam kalimat dapat diulang di akhir kalimat dan dinegasikan untuk membentuk tag question.
DAFTAR PUSTAKA
Kridalaksana, Harimurti. 1982. Kamus Linguistik. Jakarta : PT Gramedia.
Chaer, Abdul.1994. Linguistik Umum. Jakarta : Rineka Cipta.
Jacobs, A. Roderic. 1995. English Syntax. New York : Oxford University Press.
Quirk, Randolph; Sydney Greenbaum, Geoffrey Leech, dan Jan Svartvik. 1985. A Comprehensive Grammar of The English Language. London dan New York : Longman Group.
Burchfield, R.W. 1996. The New Fowler's Modern English Usage. England : Oxford Clarendon Press.
Frodesen, Jan dan Janet Eyring. 1997. Grammar Dimensions: Form, Meaning, and Use 2nd. Boston: Heinle & Heinle.
Bernstein, Theodore. 1998. The Careful Writer. New York: The Free Press.
Murphy, Raymon. 1985. English Grammar In Use. New York : Cambridge University Press.
Quirk, Randolph dan Sidney Greenbaum. 1993. A University Grammar of English England: Longman Group.
http://grammar.ccc.commnet.edu/GRAMMAR.htm (November 2008)
http://en.wikipedia.org/wiki/Auxiliary.htm (November 2008)
http://en.wikipedia.org/wiki/Copula.htm (November 2008)
INTRINSIC MOTIVATION IN THE CLASSROOM DEFINING MOTIVATION
Motivation is the extent to which you make choices about goals to pursue and the effort you will devote to that pursuit.
1. A Behavioristic Definition
According to a psychologist, Skinner and Waston motivation stress on the role of rewards and punishments. Learners will be motivated if there is a reward (a simple reward like M&Ms, hugs or laughter) when they answer a question. Learners, like the poverbial horse running after the carrot, pursue goals in order to receive externally administered rewards: praise, gold stars, grades, certificates, diplomas, scholarships, carrers financial independence, and ultimately, happiness.
2. Cognitive Definitions
While rewards are very much a part of the whole picture, the difference lies in the source of motivation and the power of self-reward.
a. Drive theory. Those who see human drives as fundamental to human behavior claim that motivation stems from basic innate drives. (David Ausubel)
• Exploration
• Manipulation
• Activity
• Stimulation
• Knowledge
• Ego enchancement
This act as innate predisposition, compelling us, as it were, to probe the unknown, to control our environment, to be physically active, to be receptive to mental, emotional, or physical stimulation, to yearn fo answers to questions, and to build our own selfesteem.
b. Hierarchy of needs theory. Abraham Maslow. Pyramid of needs.
Self –actualization
Esteem
Communal
Safety
Physical needs
The importance key here is that a person is no adequately energized to pursue some of the higher needs untill the lower foundations of the pyramid have been stastified.
c. Self control theory. Hunt. Physchologists focus on the importance of people deciding for themselves waht to think or feel or do. We define ourselves by making our own decisions, rather than by simply reacting to others. Motivation is highest when one can make one’s own choices, whether they are in short-term contexts.
INTRINSIC AND EXTRINSIC MOTIVATION
Instrinsically motivated activities are ones of which there is no apparent reward exept the activities itself. Instrintically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feeling of compentence and self-determation.
Extrinsically motivated behaviors are carried out in anticipation of a reward from outside beyond the self. Typical extrinsic rewards are money, prizes, grades, and even certain types of positive feedback.
INTRINSIC MOTIVATION IN EDUCATION
Traditionally, elementary and secondary school are fraught with extrinsically motivated behavior. The school curriculum is dictated by institutions (sometimes political influenced) and can be far removed from even the teacher’s choice. Parents’ and society values and wishes are virtually forced onto pupils, whether they like it or not). Tests and exams, many of which are standardized and given high credence in the world “out there”, are imposed on students with no consultation with the students themselves.
The consequence of such intrinsic motivators is that schools all too often teach students to play the “game” of pleasing teacher and authorities rather than developing an internalized thirst for knowledge and experience. Over the long haul, such dependency focuses students too exclusively on the material or monetary rewards of an education rather than instilling an appreciation for creativity and for satisfying some of the more basic drives for knowledge and exploration. Ultimately, the product of this system is a student who has been taught to fear failure above all and therefore to refrain from potentially rewarding risk-taking or innovating behavior.
The curriculum that comes from “the administrator” can be modified to some extent to include student-centered learning and teaching, to allow students to see some –not all, perhaps- of their own learning goals, and to individualized lesson and activities as much as possible. The result: higher student self-esteem, great chances for self-actualization, more deciding for oneself.
Expectations of parents and other authority figures are a reality that we cannot simply dissolve by waving a magic wand. The result: an appreciation, love, intimacy, and respect for the wisdom age. In turn, society’s expectations may through a process of education and counseling, be seen as a means for providing comfortable routines (time schedule, customs, more). Class discussion can focus on critical evaluation of society so that students aren’t forced to accept some specific way of thinking or acting, but are coaxed into examining both sides of the issue. The result is a sense of a belonging, a sense of the value of the wider community, of harmony.
The otherwise extrinsic values can also be redirect through:
• Emphasizing the “big” picture – larger perspectives
• Letting students set long-term goals
• Allowing sufficient time for learning
• Cooperative learning activities
• Group work
• Viewing the class as team
• Content centered teaching
• English for specific (vocational/professional) purposes
• English in workplace
• Allowing risk-taking behavior
• Rewarding innovation and creativity.
INTRINSIC MOTIVATION IN THE SECOND LANGUAGE CLASSROOM
Zoltan Dornyei and Kata Csizer (1998:215) offered a set of “ten commandments” for motivating learners, based on a survey of Hungarian foreign language teacher. All ten items focus on what the teacher can do to stimulate intrinsic motivation.
1. Set a personal example with your own behavior
2. Create a pleasant, relaxed atmosphere in the classroom
3. Present the tasks properly
4. Develop a good relationship with the learners
5. Increase the learners’ linguistic self-confidence
6. Make the language classes interesting
7. Promote learner autonomy
8. Personalize the learning process
9. Increase the learners’ goal-orientedness
10. Familiarize learners with the target language culture.
Other factor affect learning outcomes: native ability, age context of learning, style preferences, background experience and qualification availability of time to give the effort needed, and the quality of input tat is beyond the immediate control of the learner. But when all these factors are duly considered, the students’ long-term goal their deepest level of feeling and thinking, and their global assessment of the potential to be self-actualized is much, much better served by promoting intrinsic motives.
1. A Behavioristic Definition
According to a psychologist, Skinner and Waston motivation stress on the role of rewards and punishments. Learners will be motivated if there is a reward (a simple reward like M&Ms, hugs or laughter) when they answer a question. Learners, like the poverbial horse running after the carrot, pursue goals in order to receive externally administered rewards: praise, gold stars, grades, certificates, diplomas, scholarships, carrers financial independence, and ultimately, happiness.
2. Cognitive Definitions
While rewards are very much a part of the whole picture, the difference lies in the source of motivation and the power of self-reward.
a. Drive theory. Those who see human drives as fundamental to human behavior claim that motivation stems from basic innate drives. (David Ausubel)
• Exploration
• Manipulation
• Activity
• Stimulation
• Knowledge
• Ego enchancement
This act as innate predisposition, compelling us, as it were, to probe the unknown, to control our environment, to be physically active, to be receptive to mental, emotional, or physical stimulation, to yearn fo answers to questions, and to build our own selfesteem.
b. Hierarchy of needs theory. Abraham Maslow. Pyramid of needs.
Self –actualization
Esteem
Communal
Safety
Physical needs
The importance key here is that a person is no adequately energized to pursue some of the higher needs untill the lower foundations of the pyramid have been stastified.
c. Self control theory. Hunt. Physchologists focus on the importance of people deciding for themselves waht to think or feel or do. We define ourselves by making our own decisions, rather than by simply reacting to others. Motivation is highest when one can make one’s own choices, whether they are in short-term contexts.
INTRINSIC AND EXTRINSIC MOTIVATION
Instrinsically motivated activities are ones of which there is no apparent reward exept the activities itself. Instrintically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feeling of compentence and self-determation.
Extrinsically motivated behaviors are carried out in anticipation of a reward from outside beyond the self. Typical extrinsic rewards are money, prizes, grades, and even certain types of positive feedback.
INTRINSIC MOTIVATION IN EDUCATION
Traditionally, elementary and secondary school are fraught with extrinsically motivated behavior. The school curriculum is dictated by institutions (sometimes political influenced) and can be far removed from even the teacher’s choice. Parents’ and society values and wishes are virtually forced onto pupils, whether they like it or not). Tests and exams, many of which are standardized and given high credence in the world “out there”, are imposed on students with no consultation with the students themselves.
The consequence of such intrinsic motivators is that schools all too often teach students to play the “game” of pleasing teacher and authorities rather than developing an internalized thirst for knowledge and experience. Over the long haul, such dependency focuses students too exclusively on the material or monetary rewards of an education rather than instilling an appreciation for creativity and for satisfying some of the more basic drives for knowledge and exploration. Ultimately, the product of this system is a student who has been taught to fear failure above all and therefore to refrain from potentially rewarding risk-taking or innovating behavior.
The curriculum that comes from “the administrator” can be modified to some extent to include student-centered learning and teaching, to allow students to see some –not all, perhaps- of their own learning goals, and to individualized lesson and activities as much as possible. The result: higher student self-esteem, great chances for self-actualization, more deciding for oneself.
Expectations of parents and other authority figures are a reality that we cannot simply dissolve by waving a magic wand. The result: an appreciation, love, intimacy, and respect for the wisdom age. In turn, society’s expectations may through a process of education and counseling, be seen as a means for providing comfortable routines (time schedule, customs, more). Class discussion can focus on critical evaluation of society so that students aren’t forced to accept some specific way of thinking or acting, but are coaxed into examining both sides of the issue. The result is a sense of a belonging, a sense of the value of the wider community, of harmony.
The otherwise extrinsic values can also be redirect through:
• Emphasizing the “big” picture – larger perspectives
• Letting students set long-term goals
• Allowing sufficient time for learning
• Cooperative learning activities
• Group work
• Viewing the class as team
• Content centered teaching
• English for specific (vocational/professional) purposes
• English in workplace
• Allowing risk-taking behavior
• Rewarding innovation and creativity.
INTRINSIC MOTIVATION IN THE SECOND LANGUAGE CLASSROOM
Zoltan Dornyei and Kata Csizer (1998:215) offered a set of “ten commandments” for motivating learners, based on a survey of Hungarian foreign language teacher. All ten items focus on what the teacher can do to stimulate intrinsic motivation.
1. Set a personal example with your own behavior
2. Create a pleasant, relaxed atmosphere in the classroom
3. Present the tasks properly
4. Develop a good relationship with the learners
5. Increase the learners’ linguistic self-confidence
6. Make the language classes interesting
7. Promote learner autonomy
8. Personalize the learning process
9. Increase the learners’ goal-orientedness
10. Familiarize learners with the target language culture.
Other factor affect learning outcomes: native ability, age context of learning, style preferences, background experience and qualification availability of time to give the effort needed, and the quality of input tat is beyond the immediate control of the learner. But when all these factors are duly considered, the students’ long-term goal their deepest level of feeling and thinking, and their global assessment of the potential to be self-actualized is much, much better served by promoting intrinsic motives.
FROM MIDDLE ENGLISH TO MODERN ENGLISH
FROM MIDDLE ENGLISH TO MODERN ENGLISH
1. The Norman Conquest
When Edward died in January of 1066, he left no direct heir. There were two possible oblique. One was Edgar Atheling and the other one was Harold II. Edgar Atheling was too young to assume the throne, so Harold II was finally chosen to be a king.
On September, 25, 1066, Harold II could defeated a force led by Harold Hardraada but William, Duke of Normandy landed. English was defeated and Harold was killed. William simultan eously deprived the English earls of their power by breaking up the last vestiges of traditional mini-kingdoms of Mercia, Wessex and the others, and repleacing them with a system of shires and baronies with his own local official, all Norman.
2. The Lingustic Concequences
The greatest changes in middle English are in vocabulary an semantics although certain gramatical and phonlogical changes.
In the towns, the great mass of citizen were skilled and unskilled laborers. Above them were the tradesmen and businessmen. A third less statistically significant element of the population was the the clergy.
Some axioms :
1. When social orders is fluid, upwarsly mobile lower clases are more likely to behave in ways they believe upper middle clases behave than when the society is rigrid.
2. Social orders become more fluid during periods of social up heaval.
3. In areas of high population density, contact between social clases is greater than when they are thinly distributed.
4. Contenporary observers of a social scene are more likely to comment on the unusual than the usual.
3. Norman French Vs. English (1066-1450)
There are two dates mark the major turning points in the influence of French on English after 1066. The first is 1204, when King Philip of France seized the Norman estates of barons whose primary alligiance was to King John of England and forced them to choose between France and England. The second date is 1348 , when the Black Death began to sweep across England, accelerating the social changes tha had been underway for some years.
Before 1204, the dialect of Normandy was naturally enough the prestige dialect of those French in England. Norman French was very likely spoken : (1) by the vast majority of the French invaders and colonists (the Normans), but not by all the French who settled in England; (2) relatively soon after 1100 by most, if not al upper-class native Englishmen; (3) by those middle class commercial Englishmen who had to deal with Normans; and (4) by most of middle management personel on the large estates who served French lords and supervised English serfs.
Evidence for the use of French among the 90 percent or so lower-class English peasants and laborers is hard to find and evaluate. The vast majority of English speaker, the lower class, were undoubtly monolingual.
For a century after 1066, written English continued to be use for occasional official purposes after spoken Frnch had widely replaced English as the working language of everyday goverment and law. In the last fifteenth century London English as linguistic standard was irrevocably assured when Caxton set up his printing shop in th London area.
4. Rebirth of Classical Learning
Under Norman rule, English learning declined, until by thirteenth century, Paris had replaced England as the center of European intellectual life. Paradoxically, it was probably the very resurgence of English described above in the fourteenth and fifteenth centuries that led English to adopt, with the thousand of French words it borrowed, thousands of Latin words as well.
1. The Norman Conquest
When Edward died in January of 1066, he left no direct heir. There were two possible oblique. One was Edgar Atheling and the other one was Harold II. Edgar Atheling was too young to assume the throne, so Harold II was finally chosen to be a king.
On September, 25, 1066, Harold II could defeated a force led by Harold Hardraada but William, Duke of Normandy landed. English was defeated and Harold was killed. William simultan eously deprived the English earls of their power by breaking up the last vestiges of traditional mini-kingdoms of Mercia, Wessex and the others, and repleacing them with a system of shires and baronies with his own local official, all Norman.
2. The Lingustic Concequences
The greatest changes in middle English are in vocabulary an semantics although certain gramatical and phonlogical changes.
In the towns, the great mass of citizen were skilled and unskilled laborers. Above them were the tradesmen and businessmen. A third less statistically significant element of the population was the the clergy.
Some axioms :
1. When social orders is fluid, upwarsly mobile lower clases are more likely to behave in ways they believe upper middle clases behave than when the society is rigrid.
2. Social orders become more fluid during periods of social up heaval.
3. In areas of high population density, contact between social clases is greater than when they are thinly distributed.
4. Contenporary observers of a social scene are more likely to comment on the unusual than the usual.
3. Norman French Vs. English (1066-1450)
There are two dates mark the major turning points in the influence of French on English after 1066. The first is 1204, when King Philip of France seized the Norman estates of barons whose primary alligiance was to King John of England and forced them to choose between France and England. The second date is 1348 , when the Black Death began to sweep across England, accelerating the social changes tha had been underway for some years.
Before 1204, the dialect of Normandy was naturally enough the prestige dialect of those French in England. Norman French was very likely spoken : (1) by the vast majority of the French invaders and colonists (the Normans), but not by all the French who settled in England; (2) relatively soon after 1100 by most, if not al upper-class native Englishmen; (3) by those middle class commercial Englishmen who had to deal with Normans; and (4) by most of middle management personel on the large estates who served French lords and supervised English serfs.
Evidence for the use of French among the 90 percent or so lower-class English peasants and laborers is hard to find and evaluate. The vast majority of English speaker, the lower class, were undoubtly monolingual.
For a century after 1066, written English continued to be use for occasional official purposes after spoken Frnch had widely replaced English as the working language of everyday goverment and law. In the last fifteenth century London English as linguistic standard was irrevocably assured when Caxton set up his printing shop in th London area.
4. Rebirth of Classical Learning
Under Norman rule, English learning declined, until by thirteenth century, Paris had replaced England as the center of European intellectual life. Paradoxically, it was probably the very resurgence of English described above in the fourteenth and fifteenth centuries that led English to adopt, with the thousand of French words it borrowed, thousands of Latin words as well.
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