scholarly journals PREPOSISI “di” DALAM PERSPEKTIF SEMANTIK KOGNITIF

JURNAL PESONA ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 148-161
Author(s):  
Zaqiyatul Mardiah
Keyword(s):  
Cognitive Semantics ◽  
Extended Sense ◽  
Cognitive Semantic ◽  
Bahasa Indonesia

AbstrakKBBI daring menyebut di sebagai kata depan yang menandai tempat, waktu, dan dapat pula semakna dengan preposisi akan, kepada, dari.  Dengan perspektif semantik kognitif, makna di tidak hanya terbatas pada lima hal yang disebut dalam KBBI tersebut. Penelitian ini mengamati penggunaan preposisi di dengan mengandalkan paradigma semantik kognitif Tyler dan Evans (2003) dan data bahasa Indonesia dari leipzig corpora (https://corpora.uni-leipzig.de/en?corpusId=ind_mixed_2013). Hasil pengamatan menyatakan bahwa preposisi di digunakan dengan makna yang lebih luas dari lima hal yang disebutkan KBBI daring, yaitu makna lokatif (spasial dan nonspasial), makna berada pada lingkup sesuatu, makna beban, makna temporal, dan makna menggantung pada. Makna-makna itu sejatinya bermuara pada satu makna primer, yaitu makna membatasi ruang baik secara fisik geometris, maupun nonfisik geometris.Kata kunci: preposisi, makna primer, makna perluasan, semanti kognitif, spasial AbstractThe online KBBI mentions di as a preposition that marks the place, and time. It also has the same meaning with the prepositions kepada, akan, dan dari. Using a cognitive semantic perspective, the meaning of di  is not only limited to the five things mentioned in the online KBBI. This study observes the use of the preposition di by relying on the cognitive semantic paradigm of Tyler and Evans (2003) and Indonesian data from leipzig corpora (https://corpora.uni-leipzig.de/en?corpusId=ind_mixed_2013). The results state that the preposition di is used with a broader meaning than the five things mentioned in the online KBBI. Those extended senses are  locative sense (spatial and non-spatial), being in the scope of something sense, burden sense, temporal sense, and hanging on   sense, which actually lead to one primary sense, that is the containment sense, both spatial physico-geometric and non-spatial physico-geometric.Keywords: preposition, primary sense, extended sense, cognitive semantics, spatial 

scholarly journals The Norwegian lexical item akkurat and the Polish akurat: a cognitive semantic analysis

2014 ◽  
pp. 219-235
Author(s):  
Ewa Data-Bukowska
Keyword(s):  
Complex Networks ◽  
Semantic Analysis ◽  
Theoretical Framework ◽  
Lexical Item ◽  
Cognitive Semantics ◽  
Conceptual Content ◽  
Semantic Difference ◽  
Cognitive Semantic ◽  
Corpus Data ◽  
Similarities And Differences

The Norwegian lexical item akkurat and the Polish akurat: a cognitive semantic analysisThe aim of the article is to demonstrate to what extent the Norwegian akkurat and the Polish akurat show similarities and differences in their conceptual content (meaning). Adopting the perspective of cognitive semantics (CS), as described in Langacker (1987) and Lakoff (1987), I shall try to show that the meanings ascribed to these etymologically and formally related words constitute complex networks of senses, rooted in a prototypical centre in each of the languages under discussion. In addition to this, the findings will be interpreted with reference to the process of pragmaticalization (a language unit’s development of increasing pragmatic functions). Within this theoretical framework I shall demonstrate that subjectification/intersubjectification and pejoration/melioration motivate the main semantic difference between akkurat and akurat. The analysis is based on Norwegian and Polish monolingual corpus data.

scholarly journals Metaphorical Analyses of Russian Verbs of Thinking Activity Meaning

2020 ◽  
Vol 4 (3) ◽  
pp. 244-255
Author(s):  
Yuhai Peng
Keyword(s):  
Semantic Theory ◽  
Russian Language ◽  
Cognitive Semantics ◽  
Cognitive Level ◽  
Relevant Research ◽  
Metaphorical Thinking ◽  
Operational Characteristics ◽  
Cognitive Semantic ◽  
Performance And Mechanism ◽  
Semantic Attributes

The study of cognitive semantics of verbs is an important topic in contemporary linguistics. Taking Russian metaphorical thinking meaning verbs as the object, this article discusses the cognitive semantics of verbs. First of all, the paper combs out the subconscious thinking activity verbs derived from the metaphors of prototype actions of volitional and non volitional activities, and the autonomous thinking activity verbs from the prototype action metaphor of will activity; then focusing on the cognitive similarity and semantic violation, the article separately analyses the metaphorical semantic derivation of these two kinds of thinking activity, meanwhile, it correspondingly discusses the problem of polysemy of Russian verbs. Relevant research will be helpful to further investigate the metaphorical performance and mechanism of the unique thinking activity verbs, at the same time, it is beneficial to promote the theoretical exploration of semantic derivation of Russian polysemous verbs. The relevant study will be helpful to further investigate the cognitive semantic attributes and operational characteristics of Russian verbs with metaphorical thinking meaning, and it is beneficial to promote the research of lexical semantic theory of Russian language on the cognitive level.

Van Door Naar Through en by

1995 ◽  
Vol 53 ◽  
pp. 203-212
Author(s):  
Louise Cornells ◽  
Hubert Cuyckens
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Experimental Evidence ◽  
Foreign Language Learning ◽  
Cognitive Semantics ◽  
Learning And Teaching ◽  
Cognitive Semantic ◽  
Polysemous Word ◽  
Adverbial Clauses ◽  
Theoretical Evidence

The Dutch preposition door can be translated with through (typically in adverbial clauses of time/place) or by (typically as a marker for the passive agent and the causee). The choice between these two seems at first sight not to be very difficult for Dutch learners of English. This should come as no surprise if we assume — along with more traditional semantic descriptions of door — that there are two homonymous door's. However, we would like to propose that there is only one, polysemous door. After briefly looking at theoretical evidence from cognitive semantics for this proposal, we discuss experimental evidence from learners' translations of door. The results of the experiment show that the translation of door is not as easy as could have been expected. Indeed, when learners translate door as if there were two door's, they run into interesting difficulties. This seems to suggest that (1) learners would benefit from treating door as one, polysemous word and (2) that (theories of) (foreign) language learning and teaching could benefit from cognitive semantic insights.

scholarly journals A Cognitive Linguistic Study of Image Schemata in Selected English Proverbs

2020 ◽  
Vol 1 (39) ◽  
pp. 717-730
Author(s):  
Alya'a Abdul-Sada Atia ◽  
Ali Muhsin Gharab
Keyword(s):  
Cognitive Linguistics ◽  
Cognitive Semantics ◽  
Semantic Approach ◽  
Linguistic Study ◽  
Image Schemata ◽  
Cognitive Linguistic ◽  
Cognitive Semantic

This study intends to examine image schemata in English proverbs based on the Johnson's image schemata types in a cognitive semantic approach. Thus, the present study considers firstly some theories concerning cognitive linguistics, cognitive semantics, image schemata and its types. Then it examines the three categories of the Johnson's (1987) image schemata, namely, container, force, and path image schemata.  The fundamental aim of the study is to answer a set of questions such as (1) what are the main types of Johnson's image schemata in English proverbs? (2) How do image schemata play a dynamic role in structuring human physical experiences even before learning a language? (3) In which way does the use of certain linguistic items redound on deciding the type of image schemata? However, the consequences of the current study show that (1) Some of English proverbs contain Johnson's types of image schemata, namely, container, force, and path schemata, (2) image schemata have an experiential basis, and (3) the meaning of most of image schemata in English proverbs is associated with using certain linguistic items.                                  

Embodied cognitive geographies

2011 ◽  
Vol 36 (1) ◽  
pp. 90-110 ◽  
Author(s):  
Stephen Butcher
Keyword(s):  
Embodied Cognition ◽  
Human Geography ◽  
Cognitive Semantics ◽  
Embodied Realism ◽  
Cognitive Semantic ◽  
Future Path

Recent articles in this journal advocated a cognitive poststructuralism as progress for human geography. This research has two flaws. The first is in the epistemological differences between poststructuralism and cognitive semantics, the field from which the authors were informed on embodied cognition. The second problem arises from the contradictions a cognitive poststructuralism would have to other embodied geographies espousing non-representational theory (NRT). This article details and then resolves these two problems in several discussions and relevant examples involving cognitive semantics, embodied realism, embodiment. The product is a non-contradictory poststructural cognitive semantic perspective that provides a possible future path for NRT.

scholarly journals KONSEP MAKNA KITA DAN KAMI DALAM DEBAT CAPRES BULAN JANUARI 2019: KAJIAN SEMANTIK KOGNITIF MELALUI STUDI KORPUS (THE CONCEPTUAL MEANINGS OF KITA AND KAMI IN INDONESIAN PRESIDENTIAL DEBATE ON JANUARY 2019: COGNITIVE SEMANTICS ANALYSIS-CORPUS BASED STUDY)

2019 ◽  
Vol 17 (2) ◽  
pp. 103
Author(s):  
Elvi Citraresmana
Keyword(s):  
Vice President ◽  
Cognitive Semantics ◽  
Cognitive Study ◽  
Conceptual Meaning ◽  
Bahasa Indonesia ◽  
Presidential Debate

AbstrakArtikel ini membahas makna konseptual kita dan kami yang sering digunakan oleh kedua pasangan calon presiden dan wakil presiden (01 dan 02) melalui analisis skema citra. Dalam pandangan bahasa Indonesia, kata sapaan kita mengacu pada pembicara dan yang diajak bicara sehingga bermakna inklusif. Sementara itu, kata sapaan kami bermakna eksklusif, yakni petutur tidak termasuk di dalam pembicaraan. Dalam debat politik ini, penggunaan sapaan kita dan kami tidak selalu merujuk makna eksklusif dan inklusif. Penelitian ini menggunakan pendekatan semantikkognitif untuk mengkaji skema citra kata kita dan kami terkait konteks debat dalam pandangan semantik kognitif. Data dikumpulkan dengan menggunakan metode korpus dengan menggunakan piranti lunak Antconc. Analisis penggunaan sapaan kita dan kami menggunakan pendekatan semantik kognitif yang menghasilkan skema citra pemaksaan (attraction schemas compulsion): skema citra perpindahan (locomotion—momentum, source-path-goal), dan skema citra pemaksaan (enablement dan removal of restraint).AbstractThis article discusses the conceptual meaning of pronoun kita and kami which were frequently used by both of president and vice president candidates (01 and 02). In Indonesian language, the pronoun kita has the inclusive meaning, i.e. both speaker and hearer are included in the conversation, while kami has the exclusive meaning, i.e. only speaker is included in the conversation and the hearer is excluded. In this presidential debate, the usage of kita and kami does not always refer to the meaningmentioned before. This research aims to identify the conceptual meaning of kita and kami used by both of president and vice president candidates by using semantic cognitive study. The data are collected and analyzed using Antconc software as corpus method. It is concluded that there were compulsion schemas appeared into the data such as attraction schemas, compulsion; locomotion: momentum—source—path-- goal; enablement and removal of restraint. 

PENERAPAN SEMANTIK DALAM PEMBELAJARAN BAHASA INDONESIA DI SMA NEGERI 3 GORONTALO

2019 ◽  
Vol 5 (2) ◽  
pp. 145
Author(s):  
Sarjan Kase
Keyword(s):  
Bahasa Indonesia

Abstrak Tujuan penulisan ini adalah untuk mengetahui sejauh mana penerapan semantik dalam pembelajaran bahasa Indonesia di SMA Negeri 3 Gorontalo. Selain itu, penelitian ini juga memberikan gambaran yang spesifik terhadap persoalan pembelajaran semantik di sekolah. Data diambil dari kalimat yang disampaikan oleh seorang guru berkenaan dengan semantik. Sumber data diambil dari buku semantik yang telah ditulis oleh pakar dan wawancara kepada sesama guru bahasa Indonesia di SMA Negeri 3 Gorontalo. Hasil penelitian menunjukkan bahwa ada beberapa makna semantic yang digunakan dalam pembelajaran bahasa Indonesia yaitu, makna afektif, makna denotatif, makna deskriptif, makna emotif, makna kiasan. Selain itu, ditemukan juga beberapa upaya yang dapat dilakukan dalam mengatasi persoalan pembelajaran semantik di sekolah.

Peningkatan Hasil Belajar Bahasa Indonesia Dengan Menggunakan Media Animasi

2017 ◽  
Vol 12 (1) ◽  
pp. 34-42
Author(s):  
Wawan Wiraatmaja
Keyword(s):  
Bahasa Indonesia

Penelitian ini bertujuan untuk: (1) mengetahui aktivitas belajar peserta didik kelas V SDN-3 Pahandut Palangkaraya tahun pelajaran 2015/2016 dalam menanggapi suatu persoalan atau peristiwa dengan menggunakan media animasi, (2) untuk mengetahui ada atau tidaknya peningkatan hasil belajar peserta didik dalam menanggapi suatu persoalan atau peristiwa dengan menggunakan media animasi kelas V pada SDN-3 Pahandut Palangkaraya tahun pelajaran 2015/2016. Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian berjumlah 19 orang peserta didik. teknik pengmpulan data berdasarkan pada hasil siklus pada saat proses pembelajaran. Hasil penelitian menunjukan bahwa: (1) aktivitas peserta didik kelas V SDN-3 Pahandut Palangkaraya tahun pelajaran 2015/2016 dalam kemampuan menanggapi suatu persoalan atau peristiwa dengan menggunakan media animasi lebih aktif dengan skor rata-rata siklus I 2,4 dengan kriteria cukup dan siklus II 3,5 dengan kriteria baik. (2) Peningkatan hasil belajar peserta didik kelas V pada SDN-3 Pahandut Palangkaraya tahun pelajaran 2015/2016 dalam menanggapi suatu persoalan atau peristiwa dengan menggunakan media animasi lebih meningkat, dibuktikan dengan hasil Siklus I 67,63 dengan ketuntasan klasikal 52,63% Dan Siklus II 80,52 dengan ketuntasan klasikal 100%. Dari hasil yang diperoleh tersebut ada peningkatan antara hasil siklus I dan siklus II.

DESAIN PEMBELAJARAN BAHASA INDONESIA BERBASIS PEMAHAMAN NILAI SIKAP GOTONG ROYONG

2020 ◽  
Vol 13 (2) ◽  
pp. 01-10
Author(s):  
Alpansyah Alpansyah ◽  
Abdul Talib Hasim
Keyword(s):  
Experimental Study ◽  
Language Learning ◽  
Reader Response ◽  
Female Students ◽  
Male Students ◽  
Mutual Cooperation ◽  
Male And Female ◽  
Quasi Experimental ◽  
Bahasa Indonesia ◽  
Better Than

The aims of this study were: (1) to identify an increase in students' understanding of the value of mutual cooperation through the use of reader response rules in Indonesian Language Learning (KRPDPBI); (2) identifying the use of the reader response principle in Indonesian Language learning (KRPDPBI) there are differences between male and female students. The design of this study used a quasi-experimental study with two different methods. The results showed that (1) the achievement of the score of understanding the value of mutual cooperation for students taught by KRPDPBI was better than for students taught by regular learning according to the curriculum; (2) the achievement of the understanding of the value of male students' mutual cooperation is no better than that of female students.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS IVA SD NEGERI 78 PEKANBARU KECAMATAN TENAYAN RAYA

2017 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Nismarni Nismarni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Instructional Materials ◽  
Test Results ◽  
Activity Data ◽  
Reflection Data ◽  
Teachers And Students ◽  
Bahasa Indonesia ◽  
Daily Test

In the background backs Indonesian learning results obtained by the students is very low because the method of learning that are not relevant. Classroom action research aims to determine the implementation of cooperative learning model Numbered Heads Together (NHT) to improve learning outcomes Indonesian grade IV A SD Negeri 78 Pekanbaru on instructional materials do. The experiment was conducted in two cycles each cycle two meetings and one daily tests. Each cycle stages are: planning, implementation, observation and reflection. Data from the activity of teachers and students in the can from the observation sheet, while, learning outcomes in getting the daily test results. The results showed the activities of teachers and students has increased, in the first cycle of meetings I obtained a score of 33 (68.75%), in the first cycle of meetings II obtained a score of 38 (79.17%), the second cycle of meetings I obtained a score of 40 (83 , 33%), and the second cycle II meeting obtained a score of 44 (91.67%). And in the first cycle of the first meeting of student activity data obtained a score of 27 (56.25%), in the first cycle II meeting increased with the acquisition of a score of 36 (75.00%), and the second cycle first meeting increased to 41 (85.42 %), the second cycle II meeting increased to 45 (93.75%). Learning outcomes of students has increased, this is evidenced by: the preliminary data the number of students who reach KKM amounted to 10 students (28.57%) with an average of learning outcomes at 65.37. Increased in the first cycle by the number of students who completed totaling 26 students (74.28%) with an average of learning outcomes at 76.00. And the second cycle increases with the number of students 32 students (91.42%) with an average of learning outcomes at 86.86. Based on these results it can be concluded that the implementation of cooperative learning model NHT can improve learning outcomes Indonesian grade IV A SD Negeri 78 Pekanbaru. 

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