Ellipsis on Gadget Advertisements in T3 Magazine

This research aims at analyzing the ellipsis and its recoverability in T3 gadget magazine issued on December 2018 based on Swan’s (1996) and Quirk’s (1985) domains of ellipsis. This qualitative-descriptive research investigated 107 clauses found in the advertisement containing 509 ellipses. The data were gathered by close and careful reading and coded using a checklist table developed based on the domains of ellipsis. The research found that ellipsis type 2 (ellipsis structured with and, but and or) were dominant in the data as the omission aimed to avoid repetition and be concise. There were only 2 out of 14 ellipsis types which were absent, namely type 6 and 14. The ellipsis types that were being analyzed happened to have three types of recoverability, namely textual, structural, and situational recoverability. The majority of the data used textual recoverability or the recoverability parts are recovered by the other part within the clause or nearby clauses. This research discusses the interface between syntax and semantics that although the syntactic forms are changed through ellipsis, users can still recover the meanings

Exploring Cohesive Devices on the Abstracts of Undergraduate Thesis Written by English Language Teaching Department Students of IAIN Syekh Nurjati Cirebon in October 2016 (Qualitative Research)

MOH. CHAERUL ANWAR: Language is the main factor of communication between people with others. Communication between people with others through language can be delivered in two ways, spoken language and written language. One form of written language that is useful to convey knowledge to the people is discourse. Written discourse can be formed like a thesis. Thesis is a scientific writing based on the student’s research. One of the important parts of thesis is abstract. Abstract is the summary of the thesis. In a discourse, there are many sentences which have to be united and hang together. The discourse is able to have good unity in connecting between sentences with the help of cohesive devices. Cohesive devices represent cohesive relation. This study aims (1) to find out the types of cohesive devices are commonly used on the abstracts, (2) to describe the usage of cohesive devices are used on the abstract. The study is designed as qualitative research. The data is taken from ten selected randomly undergraduate thesis abstracts written by English Language Teaching Department students of IAIN Syekh Nurjati Cirebon published in October 2016. The technique of collecting data is documentation. The writer is as the instrument of research. Then, the technique of analysis is content analysis based on the theory of Halliday and Hasan (1976) of cohesive devices. The findings show that several cohesive devices found on undergraduate thesis abstracts including grammatical and lexical cohesion. The type of conjunction is commonly used on the abstracts. The number of conjunction is 112 or 45% from all cohesive devices found. The use of cohesive devices that are found on the thesis abstracts connects one sentence with the other sentence. Keywords: thesis, abstract, discourse analysis, cohesive devices

Exploring Cohesive Devices on the Abstracts of Undergraduate Thesis Written by English Language Teaching Department Students of IAIN Syekh Nurjati Cirebon in October 2016 (Qualitative Research)

MOH. CHAERUL ANWAR: Language is the main factor of communication between people with others. Communication between people with others through language can be delivered in two ways, spoken language and written language. One form of written language that is useful to convey knowledge to the people is discourse. Written discourse can be formed like a thesis. Thesis is a scientific writing based on the student’s research. One of the important parts of thesis is abstract. Abstract is the summary of the thesis. In a discourse, there are many sentences which have to be united and hang together. The discourse is able to have good unity in connecting between sentences with the help of cohesive devices. Cohesive devices represent cohesive relation. This study aims (1) to find out the types of cohesive devices are commonly used on the abstracts, (2) to describe the usage of cohesive devices are used on the abstract. The study is designed as qualitative research. The data is taken from ten selected randomly undergraduate thesis abstracts written by English Language Teaching Department students of IAIN Syekh Nurjati Cirebon published in October 2016. The technique of collecting data is documentation. The writer is as the instrument of research. Then, the technique of analysis is content analysis based on the theory of Halliday and Hasan (1976) of cohesive devices. The findings show that several cohesive devices found on undergraduate thesis abstracts including grammatical and lexical cohesion. The type of conjunction is commonly used on the abstracts. The number of conjunction is 112 or 45% from all cohesive devices found. The use of cohesive devices that are found on the thesis abstracts connects one sentence with the other sentence. Keywords: thesis, abstract, discourse analysis, cohesive devices

Ellipsis Resolution as Question Answering: An Evaluation

Most, if not all forms of ellipsis (e.g., so does Mary) are similar to reading comprehension questions (what does Mary do), in that in order to resolve them, we need to identify an appropriate text span in the preceding discourse. Following this observation, we present an alternative approach for English ellipsis resolution relying on architectures developed for question answering (QA). We present both single-task models, and joint models trained on auxiliary QA and coreference resolution datasets, clearly outperforming the current state of the art for Sluice Ellipsis (from 70.00 to 86.01 F1) and Verb Phrase Ellipsis (from 72.89 to 78.66 F1).Comment: To appear in EACL 202

An Evaluation of Bahasa Inggris Textbook Grade X in Kurikulum 2013 Published by Ministry of Education Based on Scientific Approach and Communicative Competence

This research focuses on evaluating Bahasa Inggris textbook for tenth grade students of senior high school semester 1 in Kurikulum 2013 published by Ministry of Education based on scientific approach and communicative competence aspects. It was aimed to describe how the aspects of scientific approach and communicative competence in the textbook. It was analyzed through four stages, they were: (1) defining criteria, (2) subjective analysis, (3) objective analysis, and (4) matching. The result shows that the textbook develops 65% observing activities, 0% questioning activities, 21% exploring activities, and 0% associating activities, and 14% communicating activities in terms of scientific approach based on the syllabus of kurukulum 2013. In terms of communicative competence, the textbook develop 2% sociocultural competence, 58% discourse competence, 30% linguistic competence, 6% formulaic competence, 4% interactional competence, and 0% strategic competence. It means that the textbook does not convey completely in both of the aspects

Condition B effects in two simple steps

This paper is concerned with constraints on the interpretation of pronominal anaphora, in particular Condition B effects. It aims to contribute to a particular approach, initiated by Reinhart (Anaphora and semantic interpretation, 1983) and further developed elsewhere. It proposes a modification of Reinhart’s Interface Rule, and argues that the resulting theory compares favorably with others, while being compatible with independently motivated general hypotheses about the interaction between different interpretive mechanisms

Language production and online language comprehension behavior

Niniejszy artykuł przedstawia trzy rodzaje studiów nad zjawiskiem ellipsis alternation w języku norweskim. Pierwsze z nich dotyczy produkcji języka, a pozostałe dwa jego rozumienia. Autorka opisuje użycie metodologii badania ruchu gałek ocznych, które pozwala na porównanie rezultatów wszystkich trzech studiów pod względem tego, czy preferencje widoczne w produkcji języka pokrywają się z preferencjami widocznymi w rozumieniu języka

Grammatical Cohesive Devices in Reading Text: A Discourse Analysis of English Test for Junior High School

Reading text, besides being used as teaching media, is also used in an assessment measurement. However, in reality, many students have difficulty understanding the reading text due to several factors such as the text is too long, incohesive between words, and even incoherent between paragraphs. To avoid these factors, important to analyze the use of cohesive devices in reading texts. The present study aimed to investigate grammatical cohesive devices in the reading text of the English National Final Examination test for Junior High School in the 2017-2018 academic year in Indonesia. The current research attempted to: (1) find out the kind of grammatical cohesion devices that were applied in sixteen reading texts of the English National Final Examination test, (2) explore the use of reference, substitution, ellipses, and conjunction to describe the cohesiveness that was applied in sixteen of the reading texts, consisting of a short functional, narrative, descriptive, recount and report text. The reading texts were analyzed using Halliday and Hasan’s (1976) theory related to grammatical cohesion devices. The steps of data analysis were through the process of collecting, counting, categorizing, and assessing the grammatical cohesion devices. The findings revealed that 621 grammatical cohesion devices were used in the English National Final Examination reading text. Further, the findings explained that 67.47% of grammatical cohesion device was the reference (419), 5.15% was the substitution (32), 2.58% was the ellipses (16), 24.80% was the conjunction (154). The findings also indicated that the limited use of grammatical cohesion devices in the present study showed a lack of a variety of grammatical cohesion in terms of form and variation devices. Although the reading text of the English Final Examination was somewhat cohesive, some areas still need improvement. Implications for teachers and educators are to give more attention to the coherence of the reading text.  A  cohesive reading text will provide an understanding of both the form and content of the text. For reading text scriptwriters, they must pay attention to grammatical cohesion devices so it becomes more varied and not monotonous. Besides, students need to be given material related to cohesion because knowledge of cohesion is very useful in the mastery of their language, especially in reading and writing skills