Final Project Semantic course

IDIOM

IDIOM
idioms have some notion of them as follows ;

Idiom : a form of expression peculiar to a language ( satu bentuk ekspresi khas bagi suatu bahasa).

Idiom : a variety or from of language: a dialect (satu keragaman bahasa : sebuah dialek).

Idiom : the language a peculiar to a people ( bahasa yang khas bagi satu bangsa)

Idiom : the peculiar character or genius of a language ( watak atau keluarbiasaan khas suatu bangsa)

Idiom : a distinct style or character , as in music,art, etc. (gaya atau watak, istimewa seperti dalam musik , seni dan sebagainya).

Idiom berasal dari kata idioma berasal dari bahasa Yunani yang mempunyai arti keistimewaan. Dalam bahasa Inggris yang dimaksud dengan idiom pada umumnya adalah menurut definisi pertama yaitu “ aform ofexpression pecular to a languange( satu bentuk ekspresi khas bagi suatu bahasa). Jadi dapat disimpulkan bahwa idiom merupakan suatu bentuk dugaan atau susunan kata yang mempunyai makna khusus.

The importance of using idioms in learning English because the English language is full of modern idioms so often misunderstood the writings containing idioms . In addition to note is the accuracy in the use of the idiom will change the meaning expressed .

idiom examples

·                     The cut the gordioan knot yang artinya mengambil jalan pintas.

·                     Ti learn by heart yang artinya menghafal.

Jumlah idiom dalam bahasa Inggris lebih dari 100.000 dan yang wajib dihafal adalah 4000 saja. Dalam idiom muncul istilah yang disebut dengan idiomatic expression yang merupakan ungkapan idiomatis atau ungkapan yang sejalan dengan kekhususan suatu bahasa, Contohnya :

·                     To have a swim = to swim = berenang.

·                     To take a walk = to walk = berjalan.

Contoh idiom dalam kalimat lengkap adalah sebagai berikut:

·                     She is a bag bones (dia sekarung tulang = dia kurus kering).

·                     This house is just $10.000 (rumah ini murah sekali).

·                     It goes without saying that islam is of universal character (jelaslah bahwa islam bersifat   universal).

How to learn the idiom is best idioms to memorize it and use it in speaking and writting, thanks and I hope useful. So later I can still give more useful knowledge for the readers.

SIMILE

Simile

What is simile? Simile is a figure of speech in which two essentially unlike things are compared, the word simile means “like” or “as". Therefore, it is a direct comparison. Why we used simile ?

1. To create humorous moments or tender moments.

2. To enable the reader to imagine in his mind what the writer is saying.

3. To bring something different to story and character, something that differs from straightforward narration.

Where we used simile?

1. When the association is stated either implicitly or explicitly.

2. A way that leaves the reader in no doubt of what the author is trying to convey or, in some instances, the author may prefer to use a simile which can be open to interpretation by the reader.

3. Stereotypically over the years to become part of everyday speech.

Types of simile :

1. The first type of simile simply tries to invoke some genuine quality of a real object through reference to another object.

2. The second type does the same thing, but invokes non-existent objects that people are nonetheless familiar with.

3. The third type of simile intends to reference the object or quality only vaguely or slightly to anything, and is instead a satire, or a play with language for its own sake

Metaphor

Metaphor

Definition.

Metaphor is  a figure of speech which makes an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics. In other words, a resemblance of two contradictory or different objects is made based on a single or some common characteristics.

In simple English, when you portray a person, place, thing, or an action as being something else, even though it is not actually that “something else,” you are speaking metaphorically. “He is the black sheep of the family” is a metaphor because he is not a sheep and is not even black. However, we can use this comparison to describe an association of a black sheep with that person. A black sheep is an unusual animal and typically stays away from the herd, and the person you are describing shares similar characteristics.

Furthermore, a metaphor develops a comparison which is different from a simile i.e. we do not use “like” or “as” to develop a comparison in a metaphor. It actually makes an implicit or hidden comparison and not an explicit one.

Common Speech Examples of Metaphors

Most of us think of a metaphor as a device used in songs or poems only, and that it has nothing to do with our everyday life. In fact, all of us in our routine life speak, write and think in metaphors. We cannot avoid them. Metaphors are sometimes constructed through our common language. They are called conventional metaphors. Calling a person a “night owl” or an “early bird” or saying “life is a journey” are common conventional metaphor examples commonly heard and understood by most of us. Below are some more conventional metaphors we often hear in our daily life:

• My brother was boiling mad. (This implies he was too angry.)
• The assignment was a breeze. (This implies that the assignment was not difficult.)
• It is going to be clear skies from now on. (This implies that clear skies are not a threat and life is going to be without hardships)
• The skies of his future began to darken. (Darkness is a threat; therefore, this implies that the coming times are going to be hard for him.)
• Her voice is music to his ears. (This implies that her voice makes him feel happy)

Literary Metaphor Examples

Metaphors are used in all type of literature but not often to the degree they are used in poetry because poems are meant to communicate complex images and feelings to the readers and metaphors often state the comparisons most emotively. Here are some examples of metaphor from famous poems.

Example #1

“She is all states, and all princes, I.”

John Donne, a metaphysical poet, was well-known for his abundant use of metaphors throughout his poetical works. In his well-known work “The Sun Rising,” the speaker scolds the sun for waking him and his beloved. Among the most evocative metaphors in literature, he explains “she is all states, and all princes, I.” This line demonstrates the speaker’s belief that he and his beloved are richer than all states, kingdoms, and rulers in the entire world because of the love that they share.

Example #2

“Shall I Compare Thee to a summer’s Day”,

William Shakespeare was the best exponent of the use of metaphors. His poetical works and dramas all make wide-ranging use of metaphors.

“Sonnet 18,”also known as “Shall I Compare Thee to a Summer’s Day,” is an extended metaphor between the love of the speaker and the fairness of the summer season. He writes that “thy eternal summer,” here taken to mean the love of the subject, “shall not fade.”

Example #3

“Before high-pil’d books, in charact’ry / Hold like rich garners the full-ripened grain,”

The great Romantic poet John Keats suffered great losses in his life – the death of his father in an accident, and of his mother and brother through tuberculosis.

When he began displaying signs of tuberculosis himself at the age of 22, he wrote “When I Have Fears,” a poem rich with metaphors concerning life and death. In the line “before high-pil’d books, in charact’ry / Hold like rich garners the full-ripened grain”, he employs a double-metaphor. Writing poetry is implicitly compared with reaping and sowing, and both these acts represent the emptiness of a life unfulfilled creatively.

Functions

From the above arguments, explanations and examples, we can easily infer the function of metaphors; both in our daily lives and in a piece of literature. Using appropriate metaphors appeals directly to the senses of listeners or readers, sharpening their imaginations to comprehend what is being communicated to them. Moreover, it gives a life-like quality to our conversations and to the characters of the fiction or poetry. Metaphors are also ways of thinking, offering the listeners and the readers fresh ways of examining ideas and viewing the world.

AMBIGUITY

Ambiguity

The picture above is the representation of ambiguity. Ambiguity is the presence of two or more possible meaning in a passage. A word, phrase, or sentence is ambiguous if it has more than one possible meaning. In other word, a word, phrase, or sentence that has only one meaning is not ambiguous. For example, the word “Leopard” it can be two head and one body or "you know lah”.

Ambiguitas (kata benda) berasal dari bahasa Inggris yaitu ambiguity yang berarti suatu konstruksi yang dapat ditafsirkan lebih dari satu arti. Ambiguitas sering juga disebut ketaksaan  yang dapat diartikan atau ditafsirkan memiliki lebih dari satu makna. Hal ini mengakibatkan terjadinya lebih dari satu makna ini dapat terjadi saat pembicaraan lisan ataupun dalam keadaan tertulis.

Menurut Kamus Besar Bahasa Indonesia, ambiguitas (nomina) dari ambigu (adjektiva) ; 1 sifat atau hal yang berarti dua: kemungkinan yang mempunyai dua pengertian; taksa; 2 ketidaktentuan; ketidakjelasan; 3 kemungkinan adanya makna yang lebih dari satu atas suatu karya sastra; 4 kemungkinan adanya makna lebih dari satu di sebuah kata, gabungan kata, atau kalimat.

Ambiguitas ini terdiri dari tiga bentuk yakni:

1.      Ambiguitas fonetik

2.      Ambiguitas gramatikal

3.      Ambiguitas Leksika

Hyperbole

HYPERBOLE.

Hyperbole is the figure of figures speech in the form of a statement exaggerated the fact for the purpose give the impression of deep or call attention

A hyperbole is an extreme exaggeration used to make a point. It is like the opposite of “understatement.” It is from a Greek word meaning “excess.”

Hyperbole can be found in literature and oral communication. They would not be used in nonfiction works, like medical journals or research papers; but, they are perfect for fictional works, especially to add color to a character or humor to the story.

Hyperboles are comparisons, like similes and metaphors, but are extravagant and even ridiculous.

example: . I'm so hungry I could eat horse!

Polysemy

POLYSEMY

Polysemy is the association of one word with two or more distinct meanings. A polyseme is a word or phrase with multiple meanings. Adjective: polysemous or polysemic.
polysemy adalah suatu kata yang mempunyai makna lebih dari satu.

Traditionally, polysemy is distinguished from homonymy.5
In polysemy, the different
senses of a single lexical item are seen as being related in some non-trivial way, whereas
in homonymy, the multiple encoding is a matter of historical accident. An example of
homonymy is the lexical form coach, which encodes the entirely unrelated meanings
‘bus’ and ‘sports instructor’. It is standard to see these as being represented as two
different lexemes(COACH1 and COACH2) in the mental lexicon.
However, drawing the distinction between related and unrelated senses of a
lexical form is often far from a straightforward matter. The question is: What does it
mean for two senses to be related? The criteria that have been suggested include
etymology and speaker intuitions about unrelatedness vs. relatedness of meaning (Lyons
1977b).

Polysemy Homonymy
Meaning1 Word -
Meaning -

Word Word form
Meaning 2 Word Meaning
Figure 1

Contoh :

Saya masih punya hubungan darah dengan keluarga Bu Rani. (darah=kesaudaraan)Tubuhnya berlumuran darah setelah kepalanya terbentur tiang listrik. (darah=yang berada dalam tubuh)

Perhatikan kata darah pada kalimat a berarti keluarga (makna konotasi), sedangkan darah pada kalimat b berarti zat merah dalam tubuh kita (makna denotasi).

CONCLUSIONS
My conclusions should have become quite clear from what I have said up to this point, so I
will only present a short summary to recapitulate my point.
Although the literature on polysemy is extremely incoherent with respect to the terminology
used and the specific methods of description employed, and is additionally also very
fragmented (i.e. the different approaches are often absolutely unaware of each other’s work), a
surprisingly coherent overall picture arises, which I believe to be only possible because the
material described strongly suggests it itself.

FINAL TEST ESP

Analysis Syllabus Faculty of Law in Lancang Kuning University

Submitted as One of Assignments of English Specific Purpose Course

Taught by Indah Muzdalifah,M.Pd

BY:

JULI ISKANDAR

1488203095

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

UNIVERSITY OF LANCANG KUNING

JUNE 2016

CHAPTER I

INTRODUCTION

BACKGROUND

            ESP (English for Specific Purposes) is one of the fields of linguistics applied that had developed over time, since the early 1970s. In line with its development, in Indonesia ESP is also well known, but is still limited to certain academics engaged in the field of English language teaching course. Theoretically, the ESP program involving several interested parties (stakeholders), but others are directly related to the practice of ESP that should know this area was not familiar with the ESP itself. As a result, until the last three decades is very rare to find their publications, seminars, workshops, and scientific discussion that discusses the practice and development of ESP in Indonesia. This paper is a partial report of the research results motivated by theoretical and practical phenomenon. The phenomenon concerning the results of theoretical understanding of the various theories and basic concepts in the field of ESP are mixed from various thinking of experts in the field of ESP.

Among the basic concept is understanding, the distinguishing characteristic between ESP and EGP (English for general purposes), Classification, design, implementation of teaching and learning, and evaluation in the field of ESP. These concepts follow the ideas presented by experts

like Hutchinson and Waters (1987), Jordan (1997), Dudley-Evans and St.

John (1998), McDonough and Shaw (2000), and McDonough (2002) .From the practical side of the phenomenon, there are two facts that drives this research. First, the results of research in this field that has

publication gives an overview of how this field has grown rapidly and become one of the research object of interest for many parties. Second, ESP status at various universities in Indonesia showed a tendency an lack of concern from various interested parties. In fact, almost all the courses were non-English in various types of PT offers courses in English (MK-BING) smelled ESP to students.

problem formulation

1. What is learning ESP

2. What is syllabus

3. How to analyze syllabus

Objective Problem

1. To know learning ESP

2. To know syllabus

3. To understand analyze syllabus

CHAPTER II

CONTENT

1.         Teaching materials play an important role in achieving a goal of teaching. Once the magnitude of the role of teaching materials so that Tomlinson (1998) states that any subject that is taught within the framework centered teaching, students, teaching materials is paramount. In addition to teaching materials, learning objectives is the direction you want addressed in a series of activities undertaken in the learning process. Basically, the essence of the learning objective is to achieve changes in behavior or abilities of students after participating in learning activities and encapsulated in the description of specific learning objectives is a direction that would target of a series of activities undertaken in the learning process. Basically, the essence of the learning objective is to achieve changes in behavior or abilities of students after participating in learning activities and encapsulated in the description of a specific,

     Next is no less important in learning is learning approach. Jack C. Richard cites the opinion of Anthony (1986: 15) said the approach in language learning, which is a set of assumptions that are axiomatic about the nature and the nature of language and methods constitute a comprehensive plan regarding the presentation of the material language teaching on a regular basis and is based on an approach that is selected. Additionally, Hamalik in Arsyad (2007: 15) argues that the use of instructional media in teaching and learning can arouse passions and interests well, generating motivation and stimulation of learning activities, and even bring psychological effects on students. The use of instructional media at the stage of learning orientation will be very

help the effectiveness of the learning process and the delivery of messages and content at the time. Recently in learning component is the evaluation. According to Gagne (1979: 82) any teacher or designer of learning definitely want to get assurance that the activities of teaching and learning for a certain period of time has a use value to the learning process. At least the teacher wants to know whether the design of the lesson succeed and achieve learning objectives. Things that indicate how well a learning takes place can be obtained from the evidence collected, analyzed, and interpreted systematically and this is called the evaluation.

2.         Syllabus According to Ministry of National Education, Syllabus is the plan learning and teaching in a group in the topic which includes Competency Standards (SK), Basic Competency (KD), the material learning, learning activities, indicators of achievement of competencies, assessment, time and learning resources. (Ministry of Education,2008: 16)

3.       English Syllabus in Law Department

SILABUS / RANCANGAN PEMBELAJARAN

Mata Kuliah                : Bahasa Inggris

Program Studi             : Ilmu Hukum

Semester / SKS           : I / 2 sks

Dosen                          : TIM PENGAJAR

Kemampuan Akhir Yang Diharapkan            : Mahasiswa mampu memahami dan menggunakan konsep linguistik dan menerti pesan tentang    hukum dalam Bahasa Inggris serta dapat mencari kesamaan kata yang lebih dekat dengan Bahasa Indonesia dan dapat menterjemahkan pesan tersebut ke dalam Bahasa Indonesia dengan benar.

NO	MINGGU KE	KEMAMPUAN AKHIR YANG DIHARAPKAN	MATERI PEMBELAJARAN	BENTUK PEMBELAJARAN	KRITERIA PENILAIAN	BOBOT NILAI
1	I s.d II	Mampu menggunakan kata kata dalam percakapan sehari- hari	1.      Introduction 1.1    Greeting 1.2    Asking condition 1.3    Parting Expressions 1.4    Expression of pardon 1.5    Expression of gratitude 1.6    Occupations and profession 1.7    Adjective 1.8    At, on, in with expression of time 1.9    In The end At 1.9    Meals 1.10  Partities 2       Put,stir,eat cut, drink,spoon knife,fork 2.1    Adverb of Frequency 2.3    What kind of,like and want 2.4    How much, Tax, change Money	Brainstorming	Performance, kejelasan, ketepatan pengucapan dalam komunikasi	15
2	III s.d IV	Dapat mengunakan struktural point dalam situasi lain	3       Number 3.1    Cardinal Number 3.2    Ordinal Number 3.3    On with date 3.4    Simple Past Tense 3.5    Time Expressions of Simple Past   Tense 3.6     Early, On time, late 4        Adresses At,On,In 4.1     To the store, To school, home 4.2     Quastion word 4.3     Near, Far from, the next evening 4.4     Drugstore, Bank, Library	Brainstorming dan Diskusi kelompok	Performance, ketepatan. Kejelasan dan kemahiran dalam Komunikasi	15
3	V  s.d VI	Dapat mengunakan tenses dalam situasi yang tepat	5.      Tenses 5.1    Present Progressive Tenses 5.2    Simple Future/ Be going to 5.3    Time expression future 6.      Place 6.1    Dormitory, Boarding house, etc 6.2    Telling a story	Brainstorming	Performance, ketepatan. Kejelasan dan kemahiran dalam komunikasi	15
4	VII s.d VIII	Dapat mengunakan tenses dalam kalimat dengan benar	7.     Quantity 7.1   Quantity and number expressions 7.2   Distance and time expressions 8.     Present Progressive 8.1   Using the Present Progressive with always 8.2   In addition to always 8.3   Using Expression of Place with Progressive tenses	Brainstorming, Diskusi kelompok dan Demostrasi	Performance, ketepatan. Kejelasan dan kemahiran	15
5	IX	UTS	UTS	UTS	UTS	UTS
6	X s.d XII	Mampun mengunakan kata-kata dalam kalimat dengan benar	10.     Daily Activities 10.1   Make, Do 10.2   Evening Activities 11.     Family Relation ship 11.1   Parents, children, son, daughter 12.     Introduction to people 12.1   Adverb 12.2   Midsentence Adverb	Brainstorming, Diskusi kelompok dan Demontrasi	Performance, ketepatan. Kejelasan dan kemahiran dalam komunikasi	10
7	XIII s.d XIV	Mampu memahami, menganalis dan mengunakan kata-kata dalam kalimat dengan benar	13.     Modal Auxalary 13.1   Can, May, Will, Shall ,etc 13.2   Similar Expressions 13.3   Phrasal verb ( two – word and three word verbs ) 13.4   Seprable Phrasal Verb 13.5   Take, Expect Hope, Wait for, Have to, etc 14.     Noun and Adjective 14.1   The Character of noun and adjective 14.2   Count, and Non Count Nouns 14.3   Non Count Nouns 14.4   Like,Look like, Look, How with Be 14.4   Catch/Caught and Have/ Has/ Had 14.5   Ache and Sore 14.6   Get in / Out of and get on / off	Brainstorming dan diskusi kelompok	Performance, ketepatan. Kejelasan dan kemahiran dalam komunikasi	15
8	XV	Mampu memahami teks mengenai hukum dalam bahasa Inggris dan memindahkannya ke dalam bahasa Indonesia dengan benar	15. Sixteen tenses 15.1 Translation 15.2 The process of Translation 15.3 The Diagram 15.4 The Different kinds of meaning in Language	Brainstorming dan diskusi kelompok	Performance, ketepatan. Kejelasan dan kemahiran dalam komunikasi	15
9	XVI	Ujian Akhir Semester	UAS	UAS	UAS	UAS

Analysis

            Based on from the data analysis English syllabus in law department researcher discovered that English syllabus in law department has not been relevant to ESP. In ESP is generally used to refer to the teaching and learning of a foreign language to a clearly of which there is no doubt. Seen from the contents syllabus in law department has not been relevant meetings to ESP. Syllabus in law department still English general. Grammar EAP, vocabulary in EAP, translation different kind of meaning in language.