scholarly journals Students Ability in Producing the Sentences of Simple Present Tense at STMIK Musi Rawas

2018 ◽  
Vol 1 (2) ◽  
pp. 154-167
Author(s):  
Herlina Herlina ◽  
Maria Ramasari

This research aimed to find out the students  ability in producing the sentences of simple present tense at STMIK Musi Rawas. The research was a qualitative study. As stated in findings, it interpreted that there were 34 students (62.91 percent) in the low category. Thus, there were 15 students (27.50 percent) in the good category. Finally, there were 5 students (9.59 percent) in the excellent category. Hence, it can be concluded that students ability in producing the sentences of simple present tense was still low. It showed that many students still got difficulties in producing the sentences of simple present tense especially for verb in third person singular as the subject pronoun. Keywords: students ability, simple present tense, sentences

Languages ◽  
2020 ◽  
Vol 5 (4) ◽  
pp. 36
Author(s):  
Ana de Prada Pérez

Subject pronoun expression (SPE) in Spanish has been widely studied across monolingual and bilingual varieties, showing a consistent effect of functional predictors. In recent papers, the role of the mechanical predictor priming, or perseveration, has been the source of debate. Additionally, little is known about the interaction of perseveration and significant functional predictors (e.g., grammatical person). In this paper, we expand on previous research by examining first-person singular (1sg) and third-person singular (3sg) data from sociolinguistic interviews with Spanish–English bilinguals from Florida to explore the possible difference in priming in deictic vs. referential subjects. The results from a mixed-effects variable rule analysis only offered clear evidence of priming in 1sg. We hypothesize that this result could be due to either surprisal (1sg overt pronominal subjects are rarer in the corpus that 3sg overt pronominal subjects) or to 3sg involving reference-tracking and perseveration only being evident in contexts where the subject form does not signal for pragmatic content.


2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Rika Pratiwi ◽  
Endang Susilawati ◽  
Wardah Wardah

The aim of this research was to improve students mastery of simple present tense in descriptive text by using Kahoot! game. This research was a classroom action research that was done in three cycles. The subject for this research was the tenth-grade students in class X IIS 2. The writer observed students improvement in mastering the simple present tense by collecting data through observation checklist, field notes and multiple choices test. The students attitude towards the learning process was gathered by observation checklist and field notes. The data of students mastery in simple present tense was obtained by the students test which was assessed through scoring rubric. The result showed that students problems in simple present tense in the form of verb (to be) and verb (-s,-es) of the third person singular had been solved by using Kahoot! game as media for teaching, by providing picture in each question of Kahoot! game, by setting time limit in the game to encourage students participation, a music in the Kahoot! game created positive attitude in the classroom and the questioning improved the students attention and motivation in remembering the rules of simple present tense. Furthermore, the students interest in learning the simple present tense also improved. In conclusion, the media was able to improve the students mastery of simple present tense in descriptive text. The writer recommends the teacher to use Kahoot! game as media in teaching and learning process, especially in teaching simple present tense with the similar problems.


English Today ◽  
2007 ◽  
Vol 23 (1) ◽  
pp. 51-55
Author(s):  
Paul Rastall

Number in English is a puzzling phenomenon – not least for foreign learners, and often also for those who have to teach them. Avowedly ‘Standard’ forms of English are in something of an in-between stage. The so-called ‘singular/plural’ distinction is only partly a question of distinguishing one as opposed to more than one, while number agreement in the verb is inconsistent and not always predictable from the apparent number of the subject – as in The team was[?]/were[?] unhappy about losing the game. While some Germanic languages, and some varieies of English, have altogether discarded verbal agreement in number, standard varieties of English redundantly retain traces of it: He was, and they were, happy to hear the news. As Jespersen has put it (1979:216), ‘No distinction is made in verbs between the two numbers except in the present tense and there it is found in the third person only…. [I]n the preterit we have the solitary example was, plural were….’


Author(s):  
L. A. Schwarzschild

The imperative occupies A unique position in the conjugation system. In its real function it implies the presence of a speaker issuing a command to one or more listeners, or making an order referring to a third person or persons. This means that the conjugation tends to be defective. Because of its immediate association with the speaker the imperative is generally linked with the present tense, but through its meaning it is also associated with the future tense. The uncertainty of whether a command will be carried out links the imperative with the subjunctive, while the idea of volition brings it close to the optative. These special features and varying associations make the history of the imperative extremely complex in Middle Indo-Aryan as in other languages. An attempt is made here to study two aspects of this history: the use of the subject pronoun with the imperative, and the distribution of the forms of the second person singular of the imperative. Other features of the imperative, in particular its relation to the passive, will be discussed later.


2005 ◽  
Vol 2 (2) ◽  
pp. 157-174 ◽  
Author(s):  
Naomi Lapidus Shin ◽  
Ricardo Otheguy

In general Spanish, references to nonspecific third-person plurals are usually made by means of a verb occurring with the null form of the subject pronoun, as in llamaron del banco, rather than by means of a verb occurring with the overt form of the subject pronoun. In contrast to the position in this discussion, the literature presents null pronouns in these nonspecific 3pl contexts as resulting from a categorical syntactic rule, when in fact we consider that they are the result of a strong pragmatic constraint: overt ellos for nonspecific references are rare, not ungrammatical. That is, one occasionally does find in the Spanish of Latin America nonspecific 3pl NPs with overt subject pronouns, as in the disfavored but grammatical ellos llamaron del banco. This study, based on a large corpus of sociolinguistic interviews from the CUNY Project on the Spanish of New York, reveals that, among bilinguals in New York City whose exposure to English is intensive, such nonspecific ellos are even more frequent. Three degrees of nonspecificity are recognized in the literature on 3pl nonspecific NPs. Among both contact and non-contact speakers, the use of overt nonspecific ellos increases as nonspecificity decreases, though the absolute numbers are much larger in New York. In this way, the contact dialect is a quantitatively enhanced copy of the qualitatively identical pre-contact variety. Since, as the evidence presented here shows, examples of overt nonspecific ellos are found in Spanish in Latin America, their appearance in Spanish in New York does not represent a radical change in the syntax of contact Spanish; instead, these usages are an example of the familiar situation where contact varieties expand usages that were already incipient in the pre-contact community. Thus, the study would appear to indicate that the use of overt nonspecific ellos in New York represents a quantitative change in the strength of a pragmatic constraint that guides the use of subject pronouns, not a qualitative change in a syntactic rule that governs their use.


2021 ◽  
Vol 6 (1) ◽  
pp. 608
Author(s):  
Marisa Nagano ◽  
Emily Zane

This study examined the interpretation and processing of third-person pronouns when global discourse context supports a less-salient referent as antecedent of a subject pronoun. In particular, we investigated whether such information cancels a default generalized conversational implicature (GCI) biasing a local subject antecedent interpretation for an English overt pronoun. Eye-tracking data was recorded as participants heard four-sentence mini-stories with one of three Contexts: one biasing the subject of the previous clause as antecedent (SB), one biasing another human referent (OB), and one neutral to biasing either referent. Results showed that looking patterns did not diverge in OB and Neutral conditions until after crucial information tying into the larger discourse context was given in the post-pronoun verb. Strong preferences for non-subject referents did not emerge until after the sentence ended, a time-course consistent with participants calculating and then cancelling a default implicature for a subject antecedent. Meanwhile, discourse context reinforcing the default subject implicature in the SB condition facilitated processing, in terms of less time spent looking at either human referent compared the Neutral condition. Overall, results suggest that upon hearing an overt pronoun, English speakers first calculate a GCI that results in a local subject antecedent interpretation, but that, like all implicatures, this GCI can be defeated by contextual factors.


2020 ◽  
Vol 9 (2) ◽  
pp. 130-139
Author(s):  
Saraswati Saraswati ◽  
Elsafira Maghfiroti Resyanta

The background of this study is to examine the profile of child terrorist and the motivation behind the crime of terrorism in children by using child development theory and sosial ecology theory. This research is a qualitative study using a phenomenology approach. The phenomenology approach aims to describe the meaning of the life experience of a terrorist child so that the level of belief or paradigm of the terrorist child changes, so to learn and understand it must be based on the point of view of a terrorist child as a subject who directly experiences the incident. The subject of this research is a child who commits a terrorist crime. Data collection techniques by conducting deep interviews, observation and documentation study. This research was conducted at the Juvenile Penitentiary Class I Tangerang (LPKA). The results of this study indicate that the profile picture of a child terrorist can be assessed based on the child's speaking style, behavior, motivation, beliefs, and experiences in the past. The main factor for a child committing a terrorist crime comes from the lack of figures and supervision from parents in their teens so that children look for other figures to be used as examples.


Author(s):  
Amanda Davies ◽  
Barney Dalgarno

<span>The effective teaching of fire investigation skills presents logistical challenges because of the difficulty of providing students with access to suitable fire damaged buildings so that they can undertake authentic investigation tasks. At Charles Sturt University (CSU), in the subject JST415, </span><em>Fire Investigation Cause and Origin Determination</em><span>, the novel approach of providing students with a CD based virtual environment based on the scene of a burned down house, as an alternative to having them undertake investigation of a real fire scene, has been implemented. This paper describes a quantitative and qualitative study exploring the effectiveness of this teaching resource. A key finding from this study was that students felt that the virtual fire investigation task had important advantages over undertaking a real investigation task, even though there were some limitations in the overall degree of realism of the experience. The results also suggested that students found that the visual fidelity and navigation capabilities provided within the environment were quite adequate for carrying out their fire investigation activity. Importantly, students also felt that the ability to revisit the virtual scene as many times as they wanted, at a time convenient to them, gave it advantages over a real investigation task if they were to be provided with only one or the other.</span><br />


2019 ◽  
Vol 12 (2) ◽  
pp. 1 ◽  
Author(s):  
Xabier San Isidro ◽  
David Lasagabaster

In Content and Language Integrated Learning (CLIL), the design of a language policy at school level is not only bound up with the number of languages used for learning and the number of hours devoted to teaching those languages, but also with the fact that language becomes specialised in relation to the subject, which impacts on the methodology used. These are the reasons for both language teachers and subject teachers to work together in design and implementation; and for the teachers&rsquo; use of a translanguaging-based approach to language learning (San Isidro, 2018). Previous research has dealt with teachers&rsquo; opinions (Calvo &amp; San Isidro, 2012; Coonan, 2007; Infante et al., 2009; Pladevall-Ballester, 2015) on the difficulties of curriculum integration and its effects on both the different languages of instruction and the learning of content; or on the difficulties of language and content integration. However, methodology-oriented research on teachers&rsquo; views and work in specific contexts is direly needed so as to gain a deep insight into the methodological commonalities that make CLIL what it is. Our qualitative study is focused on a two-year monitoring of teachers&rsquo; (N=6) views on CLIL implementation in a rural multilingual setting in Galicia. The teachers were monitored by means of interviews held between 2012 and 2014. After being trained, they took part in a CLIL project based on curriculum integration with two different groups of students. The findings reported showed that 1) teachers&rsquo; initial views on CLIL implementation turned more positive over the two years; 2) teachers believed that CLIL provides a very good framework for the development of pluriliteracies; 3) their views regarding content learning in CLIL turned more neutral in the course of the two years; and 4) teachers stressed the need for methodology-oriented training.


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