Phonological Processes in Ekegusii Borrowing: A Constraint-based Approach

Phonological processes are at the heart of linguistic borrowing as it has varied phonological systems. It could be seen that the loan words entering the loan language from the source language can hardly be separated from the phonological process because they must be modified to suit the phonology of the loan language. This article analysed the phonological processes realized in Ekegusii borrowing from English using Optimality Theory’s constraint approach. Since this was a phonological study, descriptive linguistic fieldwork was used. The data used in this article was extracted from Mose’s doctoral study, whereby purposive sampling was used to obtain two hundred borrowed segments from the Ekegusii dictionary, then supplemented by introspection. Further, three adult native proficient Ekegusii speakers who were neither too young nor too old and had all their teeth were purposively sampled. The two hundred tokens were then subjected to the sampled speakers through interviews to realize the sound patterns in the Ekegusii borrowing process overtly. The findings revealed that Ekegusii phonological constraints defined the well-formedness of the loanwords by repairing the illicit structures. To fix, various phonological processes were realized. They included: epenthesis, deletion, devoicing/strengthening, voicing/ weakening, re-syllabification, substitution, monophthongization, and lenition. The article concludes that borrowing across languages (related or unrelated) reports similar if not the same phonological processes only that the processes attested in one language are a subset of the universally exhibited phonological processes.

The Snakes and Ladder on Speaking Ability in Children 5-6 Years

Early childhood is also called the golden age because children's physical and motor skills develop and grow rapidly, both in terms of emotional, intellectual, and moral development. The development of cognitive abilities is the development of basic skills to improve children's abilities, one of which is the ability to speak, especially the ability to speak English which is a development to become a bilingual school. Snakes and ladders is a game that is used as a game medium to improve cognitive development (speaking) in children where this game contains pictures of snakes and ladders as well as instructions in English that must be done which are divided into small boxes to connect one box to another. This study aimed to analyze the effect of Snakes and Ladders Game on English Speaking Ability in Children 5-6 Years at TK Negeri Pembina, Banjar District. This study used a pre-experimental design with a one-group pre-post test design, the sample size in this study was 38 respondents who were taken by using purposive sampling technique. This study used the Paired-t-test, the p value (0.00) < (0.05), it means that H0 was rejected and Ha was accepted. It concluded that there is an effect of Snakes and Ladders Game on English Speaking Ability in Children 5-6 Years at TK Negeri Pembina, Banjar District.

Idiomatic Expressions in J.K. Rowling’s Harry Potter and The Prisoner of Azkaban

The paper argues that the quality of idiom translations depends on the appropriate strategy used while translating them because idiomatic expressions cannot be translated from their words. This study was carried out to describe the meaning of the idiomatic expression and the application of Chesterman's strategies in translating idioms and identify the speech acts of the utterances conveyed by the speaker in the data. This research used a descriptive qualitative method. The data were gathered from J.K. Rowling’s Harry Potter and the Prisoner of Azkaban. The study also used their Indonesian version to find out the translation of the idiomatic expressions. One hundred five quotes were taken from the novels. As a result, Unit Shift appears more frequently in the novel as a syntactic strategy followed by Scheme Change. Furthermore, in terms of semantic approach, distribution Change is the most common strategy that emerges from the novels, followed by Trope Change. The Assertive Act is the most dominant act delivered by the speaker behind the utterances in speech acts.

Rhetorical Analysis of Joe Biden’s Inauguration Address

The inaugural speeches mark the beginning of a new term in office for a community or government leader, such as the president. This reaction must persuade the people to believe in the government and the programs will be enacted. This research aims at finding the rhetorical appeals of President Joe Biden's inaugural address on his inauguration as the 46th President of the United States. The research is based on Aristotle's theory called a rhetorical theory. The resercher employs descriptive qualitative as a methodology to analyze the data from the spoken utterances of the speech. The result shows that Joe Biden uses all of the Aristotelian rhetoric strategies in his inaugural address, which are: ethos, pathos, and logos. The data shows that Joe Biden uses pathos as 55% of his speech, followed by ethos 37%, and logos 8%.. Joe Biden skillfully used and implied Aristotle's rhetorical theory in his inauguration address to engage and build trust with the American people. From the analysis, the researcher has concluded that a good speaker can use all of the three elements of the rhetorical theory and imply them in the speech or writing.

A Case Study of Students’ Barriers in Passive Voice Sententes

This study was to find out the errors experienced by students in composing passive voice sentences. It also explained the factors that caused students' barriers in constructing passive voice sentences. This study focused on students' errors and bariers in constructing passive voice sentences in the form of Simple Present Tense, Simple Past Tense, and Present Future Perfect Tense. The research approach used was a qualitative method through a case study. The subject of this research was 12 students in class XII of SMKS Yaspenmas Sei Lepan. Data collection techniques were tests and interviews. The findings of this study were the types of student errors on omission 62.4%, misinformation 10.6%, misordering 27%. As well as the location of the error in the passive voice sentence in the form of Simple Present Tense in the use of to be 75%, past participle 100%, then the use of to be in the Simple Past Tense 95, 83% and past participle 64.6%, then the use of have in Present Future Perfect Tense 36.1%, been 100%, and past participle 33.3%. These errors were due to internal factors and external factors. The internal factors were students’ lack of interest in learning English as well as lack of vocabulary mastery and lack of understanding of grammar. The external factors were lack of parental attention, lack of supporting media in the learning process, inadequate school infrastructures, and the road to school was difficult to pass.

Sana’a and Women in Al-Maqalih’s Book of Sana’a Yemen

This paper aims to find out Sana'a's imageries in Al-Maqalih's book of Sana’a. It argues that Al-Maqalih has intensely and extensively used Sana’a as a metaphor. The analytical method has been used to analyze the Al-Maqalih's poems. Interviews with Al-Maqalih was carried out to clarify ambiguity in some of his poems. This study finds that Sana’a is metaphorically used by Al-Maqalih as poet’s beloved, as Ageless (Eternal Beautiful woman) and as a revolutionary and fighter woman, as Eve the wife of Adam (Ghaiman), the mother of poets and poetry, as a nymph, and an older woman.

Patterns of Consonant Clusters in Word Initial, Medial, and Final Positions in Yemeni Arabic

Yemeni Arabic (YA) has a significant number of consonant clusters in word initial, medial, and final positions. However, their frequency of usage is not uniform. This study aims to investigate the patterns of consonant clusters in word initial, medial, and final positions in YA and also to find out the most and least frequent clusters in terms of their percentage. Qualitative and quantitative methods were used in data analysis in this study. All the words were analyzed using Statistical Package for Social Sciences (SPSS). There are features of consonant clusters in Yemeni Arabic which differ from Modern Standard Arabic and some other Arabic dialects. In Yemeni Arabic, there are 29 consonants and 10 vowels, 5 long and 5 short vowels. The maximum number of onset cluster is three (e.g. /∫tsu:q/ “she will drive” while coda cluster is two (e.g. /satˤħ/ “roof”). Furthermore, the maximum number of medial clusters are also two (e.g. /muχ.lsˤu/ “sincere”. The analysis undertaken will throw light on the frequency and percentages of the occurrences of the consonant clusters on the basis of a word list, which is justified with the help of statistical support.

Linguistic Identity with Special Reference to Western Hindi Dialects

Linguistic identity is the common bond that people share when they can understand each other in their native tongues, even if they share no other common heritage. Linguistic identity gets trickier when you’re talking about two people who may share linguistic bonds but come from mutually hostile ethnic groups. With racial and ethnic identity, linguistic identity does not exist in isolation; it is frequently yet one more facet of how a person identifies. There’s what we might call “reverse linguistic identity.” As Boas demonstrated over a century ago, everyone has at least three independent identities: race (in the traditional, not the anthropological sense), culture, and language. Language (or linguistic) identity take to mean the speech community with which someone is identified. This is probably always a historical phenomenon, either of birth or of personal choice. Most subjects to personal choice are culture and language, for instance, a given person identifies with, or belongs to a particular culture, and speaks a particular language. These identities may be due to birth or socialization, or they may be the result of a deliberate choice NOT to identify with the language and culture of birth. Linguistic identities are double-edged swords because, while functioning in a positive and productive way to give people a sense of belonging, they do so by defining an “us” in opposition to a “them” that becomes all too easy to demonize. All identity markers of a social group together constitute the “culture” or cultural identity of the social group. Therefore, the loss of one marker does not automatically entails the loss of cultural identity. Given the rich multilingual tradition of India where languages act as facilitators rather than as barriers in communication, one hopes that as linguistic identity. This paper is a case study of the author’s inferences regarding the Western Hindi dialects analysis.

WhatsApp and English Learning: Students’ Perceptions and Challenges in Pandemic Era

Since the pandemic era due to Covid-19, WhatsApp has become an application that is widely used for online learning. In the new normal era, WhatsApp was still the application most widely used by lecturers and students because sending teaching materials was easy and fast. This study investigated students’ perceptions and challenges of utilizing WhatsApp in English language learning amid the pandemic era. The method used was a qualitative method. The researcher used a purposive sampling technique in selecting the participants. The participants in this study amounted to 12 EFL students of 2nd semester of STAIN Teungku Dirundeng Meulaboh. A semi-structured interview was used as data collection techniques. The interview data were analyzed using the Miles and Huberman flow model. The results showed that students used social media to learn and improve their English skills. WhatsApp is the most used application, considered fun, comfortable, helpful, and easy to use. WhatsApp is not only effective and time-saving, it also motivates students in learning English. In addition, WhatsApp uses less internet quota than other online applications. Even so, the internet connection, internet quota, and storage capacity on their devices are still challenges for the students. It can be concluded that the students have positive perceptions of using WhatsApp to learn English.

Students Difficulties in Determining Case in Sentence

The objectives of this research were to find out the students difficulties in determining types of case and to investigate the reasons why the students had difficulties in determining case. This was a qualitative descriptive research. The subject of this research was the sixth semester students of English Department in IAIN Langsa that consist of 30 students. Documentation, questionnaire and interview were the instruments in collecting the data. Based on the data, the students felt difficult in determining types of case such as accusative, locative, nominative, possessive, agentive, and ablative. It can be seen from the mistakes made by students through documentation and supported by the results obtained from questionnaire and interview. Then, there were several reasons why the students had difficulties in determining case. They were: 1) Many types of case given by a lecturer made the students difficult to remember them. 2) The students were confused with the types of case because a noun phrase can have more than one type. 3) The students felt difficult to distinguish between accusative and dative case. 4) The students did not master English grammar well.