LEARNING PRESENT FORMS AS RESPONSE TO COVID-19 FOR STUDENTS IN DAARUL MUTI’AH, KAMPUNG CIPUTAT, CILEDUG

This program is designed for the students who study in Islamic Boarding School Daarul Muti’ah, Kampung Ciputat, Tajur, Ciledug in understanding the grammar materials; present forms (present tense, present continuous, present perfect) as a response to learning process during the pandemic COVID-19 because English is one of subjects in the school which needs extra understanding particularly grammar. This program is conducted approximately 1.5 month which started in the beginning of June 2021 until mid of July 2021. The program tries to reveal; 1) the process of learning present forms which is conducted as the response to pandemic COVID-19 for the students who study in Daarul Muti’ah Kampung Ciputat, Tajur, Ciledug and 2) the process of learning present forms can help the students who study in Daarul Muti’ah Kampung Ciputat, Tajur, Ciledug to increase their English language proficiency. The method of the program is offline by giving workshop and giving feedback to the students. Pre-test is conducted before the program by giving the students some questions related to Present forms. Also, the post-test is conducted to know their ability to measure and understand the Present forms concept after having this program.

Aoristic Drift and Narrative Perfect in Early Modern English

In the current study, data from A Corpus of English Dialogues (1560-1760) are used to consider contexts with the have-perfect and temporal adverbs of the definite past time such as yesterday, last night, ago. Data analysis is conducted within the framework of a usage-based approach, which gives evidence to the hypothesis that in Early Modern English the have-perfect in spoken register was gradually developing perfective semantics and that it followed the stages of generalization of meaning depending on the degree of event remoteness. Investigation of the instances where the have-perfect is used in narrative passages shows that the have-perfect in such contexts does not lose its pragmatic component of current relevance but is employed to highlight a crucial event out of a chain of past events. The paper proposes the hypothesis that the main mechanism preventing the have-perfect from further aoristicization is the operation of syntactic analogy within the syntactic paradigm of the present perfect, which had already fully developed by the time of Early Modern English.

Past Continuous or Present Perfect? Continuity and Change in Contemporary Indian Philosophy

Contemporary Indian philosophy is a distinct genre of philosophy that draws both on classical Indian philosophical sources and on Western materials, old and new. It is comparative philosophy without borders. In this paper, I attempt to show how contemporary Indian philosophy works through five instances from five of its protagonists: Krishnachandra Bhattacharyya (his new interpretation of the old rope-snake parable in his essay “Śaṅkara’s Doctrine of Maya”, 1925); Daya Krishna (I focus on the “moral monadism” that the theory of karma in his reading leads to, drawing on his book Discussion and Debate in Indian Philosophy, 2004); Ramchandra Gandhi (his commentary on the concept of Brahmacharya in correspondence with his grandfather, the Mahatma, in his essay “Brahmacharya”, 1981); Mukund Lath (on identity through—not despite—change, with classical Indian music, Rāga music, as his case-study, in his essay “Identity through Necessary Change”, 2003); and Rajendra Swaroop Bhatnagar (on suffering, in his paper “No Suffering if Human Beings Were Not Sensitive”, 2021). My aim is twofold. First, to introduce five contemporary Indian philosophers; and second, to raise the question of newness and philosophy. Is there anything new in philosophy, or is contemporary philosophy just a footnote—à la Whitehead—to the writings of great thinkers of the past? Is contemporary Indian philosophy, my protagonists included, just a series of footnotes to classical thinkers both in India and Europe? Footnotes to the Upaniṣads, Nāgārjuna, Dharmakīrti and Śaṅkara, as much as (let us not forget colonialism and Macaulay) to Plato, Aristotle, Kant and Hegel? Footnotes can be creative and work almost as a parallel text, interpretive, critical, even subversive. However, my contention is that contemporary Indian philosophy (I leave it to others to plea for contemporary Western philosophy) is not a footnote, it is a text with agency of its own, validity of its own, power of its own. It is wholly and thoroughly a text worth reading. In this paper, I make an attempt to substantiate this claim through the philosophical mosaic I offer, in each instance highlighting both the continuity with classical sources and my protagonists’ courageous transgressions and innovations.

A multilingual corpus study of the competition between past and perfect in narrative discourse

The western European present perfect is subject to substantial crosslinguistic variation. The literature, however, focuses on individual languages or on comparisons of a restricted number of languages. We piece together the puzzle and do so in a data-driven way by comparing the use of the present perfect through a parallel corpus based on the French novel L’Étranger and its translations in Italian, German, Dutch, European Spanish, British English, and Modern Greek. We introduce and showcase Translation Mining, a software suite combining a parallel corpus database with annotation and analysis tools. Translation Mining allows us to generate descriptive statistics of tense use across languages but also to visualize variation through its multidimensional scaling component and to link the variation we find to the underlying data through its integrated setup. We confirm that the present perfect competes with the past and we reveal the fine-grained scalar nature of the variation. To complete the puzzle, we ascertain the dimensions of variation, ranging from lexical and compositional semantics to dynamic semantics and pragmatics.1

English and the use of the simple past in Dutch

The global dominance of English has resulted in contact-induced change in many of the world’s languages. While lexical influence is perhaps the most widespread and the most visible form of change, there are indications that English may also be influencing languages on a structural level. In this article, we investigate a case of potential contact-induced structural change in the verb tense system of Dutch. Non-standard use of the simple past (instead of the standard present perfect) has been noticed for some time, and often linked to English influence. Based on an acceptability judgment questionnaire, we show that there is little evidence for language change in this feature in apparent time, but that judgments do depend on raters’ exposure to English, with higher exposure correlating with more positive judgments. This suggests that contact-induced change through diffusion may be a factor in the use of this construction.

Präteritumschwund im Deutschen

The loss of the preterite form in German dialects is still a disputed and unresolved matter. The article summarizes the results of a new study that analyzes several dialectological documentations (e. g. dialect grammars, dialect atlases) and recognizes the areal distribution of the loss of the preterite as a threefold scale (number of preterite building verbs, frequency of forms, hierarchy in loss of forms). On this basis the article reconstructs the historical process of the loss of the preterite and suggests an integrative explanation of the described process as the result of the semantic and functional expansion of the German present perfect.

British-American Contrasts in the Use of the Past Perfect: Negotiating Ambiguity versus Redundancy?

The present study provides an empirical analysis of British-American contrasts in the overall use of the past perfect as well as its functional distribution. Studies on variation according to national variety report a decline of the past perfect spearheaded by American English (cf. Elsness, J. 1997. The Perfect and Preterite in Contemporary and Earlier English (Topics in English Linguistics 21). Berlin: Mouton de Gruyte; Bowie, J., S. Wallis, and B. Aarts. 2013. “The Perfect in Spoken British English.” In The Verb Phrase in English. Investigating Recent Language Change with Corpora, edited by B. Aarts, J. Close, G. Leech, and S. Wallis, 318–52. Cambridge: Cambridge University Press: 348; Yao, X., and P. Collins. 2013. “Recent Change in Non-present Perfect Constructions in British and American English.” Corpora 8 (1): 115–35: 121f.). However, these findings still await an explanation as to possible motivations for the decline. The present study is able to provide novel insights by taking the semantic functions of past perfect structures into account (anteriority, backshifting in indirect speech, hypothetical past). A functional quantitative and qualitative analysis of newspaper corpora comprising 112 million words (27 million British English and 85 million American English) reveals that the overall decline results in a reduction of redundant information at the cost of potential ambiguity. Finally, our findings will be related to the four dichotomies of British-American differences outlined in Rohdenburg and Schlüter (2009 “New Departures.” In One Language, Two Grammars? Differences between British and American English (Studies in English Language), edited by G. Rohdenburg, and J. Schlüter, 364–423. Cambridge: Cambridge University Press: 421), i.e. progressiveness, formality, consistency and explicitness.

PENERAPAN METODE DISCOVERY LEARNING UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA PADA MATA PELAJARAN BAHASA INGGRIS KELAS X.IIS.2 SMA NEGERI 3 MUARO JAMBI TAHUN PELAJARAN 2018/2019

Tujuan penelitian ini adalah untuk meningkatkan keaktifan siswa dalam Pembelajaran Bahasa Inggris dengan menggunakan metode Discovery Learning. Subjek penelitian terdiri dari 32 siswa kelas X.IIS.2 SMA Negeri 3 Muaro Jambi dengan fokus pada siswa Berprestasi Rendah (LA) dan Berprestasi Tinggi (HA). Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan 2 Siklus. Prosedur penelitian meliputi tahap refleksi, perencanaan pelaksanaan tindakan dan observasi. Behavioral Engagement (BE) Data diperoleh melalui observasi, data lain berupa Psychologycal Engagement (PE) dan Cognitive Engagement (CE) diperoleh melalui angket student engagement berdasarkan Student engagement Instrument (SEI). Hasil penelitian menunjukan bahwa penggunaan metode Discovery Learning dapat meningkatkan keaktifan siswa dalam pembelajaran Bahasa Inggris, khususnya pada materi Past Tense vs Present Perfect Tense. Persentase rata-rata semua aspek BE yang diamati pada siswa LA sebelum diberikan perlakuan. Siklus I dan Siklus II masing-masing sebesar 13,7%, 35, 24%, 48,26% dan 64,24%. Sedangkan hasil BE siswa HA sebelum perlakuan diberikan. Siklus Idan Siklus II, masing-masing sebesar 22,2%, 48,97%, 56,6% dan 64,76%. Hasil PE siswa HA sebelum diberikan perlakuan siklus II meningkat dari 3,75%, hasil LA siswa meningkat sebelum diberikan perlakuan terhadap siklus II yaitu 2,94% sedangkan pada siswa HA meningkat 2,95. %.