CIRI MORFOSEMANTIK AFIKS DERIVASIONAL {ME(N)-} DALAM KONSTRUKSI VERBA DENUMERAL BAHASA INDONESIA (Morphosemantic Features of Derivational Affix {Me(N)-} in The Indonesian Denumeral Verb Constructions)

Penelitian ini bertujuan mendeskripsikan ciri-ciri morfosemantik afiks derivasional {me(N)-} dalam konstruksi verba denumeralia bahasa Indonesia (bI). Konstruksi verba denumeralia dipahami sebagai kata kerja derivasional atau verba turunan. Sebagai konstruksi derivasional, sumber asal verba denumeralia adalah kata bilangan atau numeralia. Beberapa contoh konstruksi dalam bI antara lain (a) {menyatu} seperti dalam klausa “setiap reaksi hidup kita akan menyatu dengan Firman-Nya” dan (b) {mendua} seperti dalam klausa “banyak kata yang kini artinya mendua”. Data dalam penelitian ini berupa konstruksi verba denumeralia berpemarkah afiks {me(N)-}. Sumber data adalah korpus bI dengan identitas Leipzig Corpora Collection dengan alamat https://corpora.uni-leipzig.de/en?corpusId=ind_mixed_2013. Data dikumpulkan melalui teknik korpus. Data dianalisis berdasarkan teknik bagi unsur langsung dengan mengacu pada teori Morfologi Derivasional (Lieber, 2017) dan Semantik Transposisional (Lieber, 2015). Berdasarkan analisis, dihasilkan dua temuan sebagai berikut. Pertama, secara umum afiks derivasional {me(N)-} berstatus sebagai pembawa ciri morfosemantik pada proses derivasi numeralia ke dalam verba. Tanpa kehadiran afiks {me(N)-}, ciri-ciri verba tidak dapat disematkan pada numeralia. Kedua, secara khusus, konstruksi verba denumeralia berpemarkah {me(N)-} memiliki kecenderungan untuk (a) menderivasikan numeralia kardinal baik takrif maupun tak takrif, (b) membentuk tipe semantis verba ‘proses’ dan makna gramatikal “X menjadi Y”, dan (c) memberikan status peran ‘pengalam’ pada argumen letak kiri yang menyertai VDnum. Sebagai simpulan, dapat dinyatakan bahwa ciri morfosemantik afiks derivasional {me(N)-} dalam konstruksi VDnum tercipta melalui proses morfologi derivasional. Ciri tersebut dapat dideskripsikan ketika afiks {me(N)-} berdistribusi secara lengkap bersama numeralia kardinal dalam suatu konstituen verba bI. This study aims to describe the morphosemantic characteristics of derivational affix {me(N)-} in the construction of Indonesian denumeral verbs (bI). Denumeral verb construction is understood as a verb or derived verb. As a derivational construction, the source of the origin of denumeral verbs is the word number or numeralia. Some examples of constructions in bI include (a) uniting as in the clause that every reaction of our lives will unite with His Word and (b) ambiguity as in the clause of many words which now have two meanings. The data in this study are denumeral verb constructions with affix mark {me(N)-}. The data source is the bI corpus with the identity of the Leipzig Corpora Collection with the address https://corpora.uni-leipzig.de/en?corpusId=ind_mixed_2013. Data were collected through the corpus technique. The data were analyzed based on the technique for direct elements regarding the theory of Derivational Morphology (Lieber, 2017) and Semantics of Transposition (Lieber, 2015). Based on the analysis, two findings were produced as follows. First, in general, derivational affixes {me(N)-} have the status as carriers of morphosemantic characteristics in the derivation process of numerals into verbs. Signs of the presence of affixes {me(N)-}, verb characteristics cannot be attached to numerals. ralia. Second, in particular, the construction of denumeral verbs marked with {me(N)-} tends to (a) derive cardinal numerals both indicative and non-descriptive, (b) form the semantic type of the verb 'process' and the grammatical meaning of "x menjadi Y, and (c) assigns the role state 'experience' to the left position argument accompanying veba. In conclusion, it can be stated that the morphosemantic characteristics of derivational affix {me(N)-} in the construction of denumeral verbs are created through a derivational morphological process. These characteristics can be described when the affix {me(N)-} is completely distributed with cardinal numerals in a constituent verb of bI.

Numbers Based On Edges

Number is based in special edges, is introduced. The kind of natural extension from edges toward vertex and the set of vertices in the way that, the final notion is number, is studied. The result is obtained which is about the study on the classes of graphs in the matter of new notions. There is the extended notion about having edge amid two vertices toward having some edges in the word of neighbor and in another stage going into the atmosphere of having consecutive edges in the terminology of path and in the upper vision going on the notion about path with jargon and buzzword of distance as if the minimal vertices has concluded the new notions with the word, number.

Introducing Mnemonics to Japanese Students as a Vocabulary Learning Strategy

Mnemonic strategies are not often utilised by Japanese students to learn and consolidate vocabulary, despite research showing that they are particularly effective. As part of an informal action research process, a structured lesson plan was devised that would introduce mnemonic strategies indirectly, that is, not by applying them directly to second-language vocabulary study from the outset, but instead as a means of memorising simple word/number pairings in something of a game. The strategy’s applicability to vocabulary study was shown only after it had been witnessed and practised by the students. This lesson was given in numerous classes from a variety of academic disciplines. A survey of the students (n = 361) was later carried out to ascertain whether despite its initially bypassing second-language concerns and complications, the lesson had been effective in introducing mnemonics as a vocabulary learning strategy that the students might choose to utilise in an upcoming programme of vocabulary learning and testing. Responses indicated that the lesson had been highly effective and that students in similar contexts might benefit from being introduced to mnemonics in such a way.

Penanda Jamak (Perbandingan Antara Bahasa Arab Dan Bahasa Indonesia)

Indonesian and Arabic language are different languages ​​, both these languages ​​each have different systems at the level of phonemes, morphemes, phrases, clauses, and sentences. The Arabic language included in flection language, while Indonesian language is not. Flection language is defined as the process or result of adding affixes to the base or root word for limiting its grammatical meaning. Therefore, the presence of the marker in Arabic was deemed paramount, while Indonesian concerned with word order. A marker is a tool that serves as affixes to express grammatical feature or function words. Matching the appropriate marker in Arabic is called al - 'alamat. There are many kinds of markers in Arabic, as there is a gender marker (mu'annats and mudzakkar), mufrod markers, plural markers, and so on. In this paper, we only specialize in the plural marker. Plural marker in Indonesian mostly expressed in the form of reduplication consisting of nouns, verbs, and adjectives. Also with the use of the word number by using ‘penyukat’ which can indicate the plural of a word. In the Arabic language, the process of forming the plural marker is characterized by three things: (1) replace the letters or ‘harakat’, (2) eliminate one of the letters, and (3) providing additional or affixes, in front of , in the middle, or at the end of the word.

The innate schema of natural numbers does not explain historical, cultural, and developmental differences

Rips et al.'s proposition cannot account for the facts that (1) a historical look at the word number systems suggests that the concept of natural numbers has been progressively elaborated; (2) people from cultures without an elaborate counting system do not master the concept of natural numbers; (3) children take time to master natural numbers; and (4) the competing advantage of the postulated math schema in the natural selection process is not obvious.

Multiple Resource Contributions to Training

Can training of a task be achieved using a different task drawing on the same mental resources? Subjects performed 5 successive blocks of trials, with bargraph recognition required in Blocks 1, 4, and 5. Blocks 2 and 3 either involved bargraph recognition (Group 1, n = 13), dot cluster recognition (Group 2, n = 14), or word number recognition (Group 3, n= 14). The majority of the practice effect across blocks was found to be due to practice within a previously identified “spatial quantitative” perceptual resource, regardless of whether the resource was instantiated in bargraph or dot cluster recognition. These results suggest that (a) training should focus on the target task's perceptual resources, and (b) training can use tasks different from the target task as long as the same resources are used. If these findings generalize, substantial savings in training costs may be achievable by using different, simplified tasks during training.

On Quantum Algebra

For the purposes of atomic physics it has been found convenient to introduce the idea of quantities that do not in general satisfy the commutative law of multiplication, but satisfy all the other laws of ordinary algebra. These quantities are called q-numbers, and the numbers of ordinary mathematics c-numbers, while the word number alone is used to denote either a q-number or a c-number. Both q-numbers and c-numbers can occur together in the same piece of analysis, and even in the same equation, as numbers of the two kinds can be added together or multiplied. A c-number may, in fact, be regarded as a special case of the more general q-number. In the particular case when two numbers x; and y satisfy xy = yx, we shall say that x commutes with y. A c-number is assumed to commute with every number.