Tiga Situs Untuk Mencari Referensi Writing

Tiga Situs Untuk Mencari Referensi Writing

by
Ari Julianto



Teima kasih bagi Anda yang telah menjadi follower dan yang telah mengirimkan email untuk menyampaikan permasalahan Anda. Kebanyakan permasalahan para pembaca selain judul yang paling utama adalah mendapatkan buku-buku untuk referensi penulisan skripsi.

Disini saya memberikan tiga situs bermanfaat untuk mencari referensi buku apa saja. bahkan di situs pertamna menyediakan materi dengan audio atau visual. Sudah lama saya ingin berbagi situs ini namun takut akan cepat dihapus sebab Anda tahu itu pelanggaran hak cipta.dan yang paling rajin memblokir adalah negara luar yang paling sering mengunjungi blog saya ini.

Sudah tiga tahun saya menggunakan situs ini sebagai referensi dan tidak pernah diblokir kemungkinan Anda bisa menemukan jawabannya mengapa. Anda tinggal copy paste web address di bawah ini. Semoga bermanfaat.

1.
http://vk.com/wall-28817335?q=writing

2.
http://serious.freeonsciencelibraryguide.com/search.php?button=writing&submit=Dig+for&search_type=magic

3.
http://bookzz.org/s/?q=writing&e=1&t=0

Referensi untuk Writing Language Test

Referensi untuk Writing Language Test

Written by 
Ari Julianto



Pemilihan skripis dengan permasalahan  menulis (writing) sudah tentu membutuhkan referensi yang kuat untuk penentuan test sebagai alat penelitian. Disebabkan susahnya memperoleh buku-buku berbahasa Inggris khususnya yang berkualitas, maka ini merupakan salah satu hambatan dalam penulisan skripsi.

Berdasarkan email dan komentar yang masuk dalam blog saya ini, kebanyakan me-request buku tentang tes menulis dalam Bahasa Inggris (Writing English Language Tests).  Tes ini sangat dibutuhkan baik bagi guru sendiuri maupun  bagi peneliiti yang tengah membuat skripsi.

Dalam buku ini dipaparkan bagaiman menulis, mengelola dan memberikan skor untuk setiap test yang diberikan. Disebabkan ukuran filenya yang besar. Saya memutuskan untuk men-convert file pdf buku ini menjadi doc agar lebih mudah diunduh dan di-copy paste. Anda bisa mengunduhnya di link ini

UNDUH WRITING LANGUAGE TEST

Semoga postingan kali ini bermanfaat.

Principles of Revision

Principles of Revision

Written by Anthony C. Winkler and Jo Ray McCuen-Metherell in Writing the Research Paper, A Handbook. Boston: Wadsworth. 2008.pp. 123-138


1. Rereading your writing

2. Revising the paper from biggest to smallest elements Revising the opening paragraph

3. Revising the introduction

4. Check that your paragraphs follow the sequence of topics in the thesis

5. Revising the body paragraphs

6. Check paragraph transitions

7. Revising sentences for variety and style

8. Revise sentences to use the active voice

9. Revise to use an appropriate point of view

10. Revise sexist language

11. Revising words: Diction

12. Revise diction for accuracy and exactness
13. Revise the overuse of phrases for subjects instead of single nouns

14. Revise redundant expressions

15. Revise meaningless words and phrases

16. Revise snobbish diction

Hints for Developing a Theoretical Framework

Hints for Developing a Theoretical Framework
 

Written by Marilyn K. Simon and Jim Goes. Includes excerpts from Simon (2011), Dissertation and Scholarly Research: Recipes for Success. Seattle, WA: Dissertation Success LLC

1. Examine your title, thesis, topic, research problem, or research questions. In one sentence, what is the concern you are investigating?
Example: Minority students in urban high schools are not doing well on standardized tests in mathematics.

2. Brainstorm on what you consider to be the key variables in your research.
Example: Mathphobia, high stakes testing, high school students, unprepared teachers, racism, poor funding, teaching techniques, socio-economic conditions

3. Read and review related current literature on this topic. Conduct a key word search to locate articles related to your topic.

4. Identify germinal and key authors who have advanced this area of inquiry:
Example: Coleman, Freire, Kohn, Oakes, Thomas, Rothstein, Jacobsen, Tobias, Wigfield, Silver….

5. List the constructs and variables that might be relevant to your study. In a quantitative study list the possible DVs and IVs.
Example: Dependent variables: Mathematics Anxiety, Self-efficacy, Socio-economic class, ethnicity, race, teaching philosophies, teaching techniques Independent Variable: Performance on high stakes mathematics tests.

6. Consider how these variables directly relate to the theory. Does the theory or theories provide guidance for how these variables might behave? Explain the connection between the theory and the variables.

7. Revise your search and add the word “theory” to your key words to find the theories and theorist most in line with your thinking.
Example: Critical Race Theory, Constructivism, Social Cognitive Theory

8. Discuss the assumptions or propositions of each theory and point out its’ relevance to your research.
Example: Constructivism holds that learning always builds upon knowledge that a student already knows and can build prior knowledge and experience known as schema. Because all learning is filtered through pre-existing schemata, constructivists suggest that learning is more effective when a student is actively engaged in learning mathematics rather than attempting to receive knowledge passively. A wide variety of methods claim to be based on constructivist learning theory. Most of these methods rely on some form of guided discovery where the teacher limits direct instruction and attempts to lead the student through questions and activities to discover, discuss, appreciate, and verbalize the new knowledge.

Rules for Writers. NOT

Rules for Writers. NOT

Written by Anthony C. Winkler and Jo Ray McCuen-Metherell in Writing the Research Paper, A Handbook. Boston: Wadsworth. 2008. pp. 138
Here is a fun list of the sort of revisions writers most often make in their work. You can use it to guide your hand in revising your paper and to be amused while doing so.



1. Verbs has to agree with their subjects.
2. Prepositions are not words to end sentences with.
3. And don’t start a sentence with a conjunction.
4. It is wrong to ever split an infinitive.
5. Avoid clichés like the plague. (They’re old hat.)
6. Also, always avoid annoying alliteration.
7. Be more or less specific.
8. Parenthetical remarks (however relevant) are (usually) unnecessary.
9. Also too, never, ever use repetitive redundancies.
10. No sentence fragments.
11. Contractions aren’t necessary and shouldn’t be used.
12. Foreign words and phrases are not apropos.
13. Do not be redundant; do not use more words than necessary; it’s highly superfl uous.
14. One should NEVER generalize.
15. Don’t use no double negatives.
16. Eschew ampersands & abbreviations, etc.
17. One-word sentences? Eliminate.
18. Analogies in writing are like feathers on a snake.
19. The passive voice should never be used.
20. Eliminate commas, that are, not necessary. Parenthetical words however should be enclosed in commas.
21. Never use a big word when a diminutive one would suffice.
22. DO NOT use exclamation points and all caps to emphasize!!!
23. Use words correctly, irregardless of how others use them.
24. Understatement is always the absolute best way to put forth earth-shaking ideas.
25. Use the apostrophe in it’s proper place and omit it when its not needed.
26. If you’ve heard it once, you’ve heard it a thousand times: Resist hyperbole; not one writer in a million can use it correctly.
27. Puns are for children, not groan readers.
28. Go around the barn at high noon to avoid colloquialisms.
29. Even if a mixed metaphor sings, it should be derailed.
30. Who needs rhetorical questions?
31. Exaggeration is a billion times worse than understatement.
32. Do not put statements in the negative form.
33. A writer must not shift your point of view.
34. Place pronouns as close as possible, especially in long sentences of ten or more words, to their antecedents.
35. Writing carefully, dangling participles must be avoided.
36. If any word is improper at the end of a sentence, a linking verb is.
37. Take the bull by the hand and avoid mixing metaphors.
38. Avoid trendy locutions that sound flaky.
39. Everyone should be careful to use a singular pronoun with singular nouns in their writing.
40. Always pick on the correct idiom.
41. The adverb always follows the verb.
42. Be careful to use the rite homonym.
43. Proofread carefully to see if you any words

Good and Fail Proposal

Good and Fail Proposal

Written by Catherine Dawson in A Practical Guide to Research Methods. Oxford: How To Content.2007. pp. 64-65

 

WHAT MAKES A GOOD PROPOSAL?
- Relevance, either to the work of the funding body or to the student’s course.
- The research is unique, or offers new insight or development.
- The title, aims and objectives are all clear and succinct.
- Comprehensive and thorough background research and literature review has been undertaken.
- There is a good match between the issues to be addressed and the approach being adopted.
- The researcher demonstrates relevant background knowledge and/or experience.
- Timetable, resources and budget have all been worked out thoroughly, with most eventualities covered.
- Useful policy and practice implications.

REASONS WHY RESEARCH PROPOSALS FAIL
- Aims and objectives are unclear or vague.
- There is a mismatch between the approach being adopted and the issues to be addressed.
- The overall plan is too ambitious and difficult to achieve in the timescale.
- The researcher does not seem to have conducted enough in-depth background research.
- Problem is of insufficient importance.
- Information about the data collection method is insufficiently detailed.
- Information about the data analysis method is insufficiently detailed.
- Timescale is inappropriate or unrealistic.
- Resources and budget have not been carefully thought out.

Passive Construction in Colloquial Jakartan Indonesian

       Passive Construction in Colloquial Jakartan Indonesian

Written by James Neil Sneddon in Colloquial Jakartan Indonesian. Canberra: Pacific Linguistics. 2006. pp.43-46.

In passive constructions the subject is the patient. Passives occur more frequently than in English, often occurring where a passive would not be acceptable in English; passives in a number of examples below have translations in active voice because a passive in English would be stilted at best. This is further discussed below.

1. In passive type one the verb has prefix di- and the actor is expressed in an agent phrase which follows the verb. The agent can be marked by a preposition, either sama ~ ama or oleh ‘by’:
Saya ditelefon oleh kepala sekolah.
I was phoned by the school principal.

Alis gua dibentuk sama dia.
My eyebrows were shaped by him.

The actor can also occur without a preposition. In this case it must immediately follow the verb:

Gue ditinggal pacar gua.
I was left by my boyfriend.

.. tindakan-tindakan yang dianggap pihak kampus sebage radikal.
.. actions which were considered by the university authorities as radical.

2. Passive in colloquial Jakartan Indonesian (CJI) occur with first person, although infrequent, is acceptable:

Mereka dibantu sama kita juga loh.
They were also helped by us.

Yang diajar saya tu orang-orang keren semua.
The ones taught by me were all top people.

3. In passive type two the verb has no prefix and the actor is a pronoun or pronoun substitute preceding the verb. All three persons can occur. Often an active clause is required in the English translation:

Kurikulumnya gua buat sendiri.
I composed the curriculum myself.

Nasinya lu kemanain?
Where did you put the rice?

4. In CJI this is also usually the case. In the first example below temporal udah and negative kagak precede the agent gua, and in the second modal bisa precedes the agent dia:

Yang laennya tuh udah kagak gua kenal lagi.
I don’t know the others anymore.

Yang bisa dia lakukan hanya minta.
All he can do is beg.

5. However, the rule is not strictly kept in CJI and it is not uncommon for a preverbal component of the predicate to appear between the agent and the verb, as do enggak and tidak ‘not’ and mau ‘intend’ in the following:

Yang sebelah sini gua nggak liat.
I don’t see the ones on this side.

Ini yang mereka tidak pikirkan.
This is what they don’t think about.

Ini yang kita mau angkat.
This is what we are going to raise.

6. In CJI nouns cannot occur as agent in passive this is possible

Kalo elu yang beli harga nggak akan sama dengan yang Ronny atau Anyun ambil.
If you’re the one who buys it the price won’t be the same as what Ronny or Anyun get.

.. apa yang bokap gua perlakukan.
.. what my father does.

The dark side of Yuli, yang banyak orang enggak tau.
The dark side of Yuli, which many people don’t know.

7. Passives in both forms of Indonesian, as in English, allow a statement of an action when the agent is not mentioned, generally because it is not relevant to the situation:

Sekarang temboknya udah dicat warna kuning.
Now the wall has been painted yellow.

Gua dimundurin gara-gara lahirnya bulan Oktober.
I was held back because I was born in October.

This is the major function of passives; the overwhelming majority of passives with di- (passive type one) have no agent expressed. There is remarkable similarity for the different age groups distinguished and all three contexts.

Circumfix ke-...-an in Bahasa Indonesia

Circumfix ke-...-an in Bahasa Indonesia

Written by James Neil Sneddon in Indonesian: A Comprehensive Grammar. 1996.London: Routledge.pp. 35-38



Circumfix ke-...-an forms nouns from adjectives, verbs and other classes. Such nouns are generally of an abstract nature.

1. Ke-...-an nouns can have an adjective base.
The nouns are all abstract, identifying the characteristic of the adjective:

baik good : kebaikan goodness, kindness
bebas free : kebebasan freedom
bersih clean : kebersihan cleanliness
cantik beautiful : kecantikan beauty
sehat healthy : kesehatan health
sulit difficult : kesulitan difficulty

2. In general the meaning of the noun can be predicted from the meaning of the adjective base. In a few cases this is not so:

berat heavy : keberatan objection
malu shy : kemaluan genitals
terang clear : keterangan explanation

3. The negative tidak 'not' can combine with some adjectives to form a compound base for ke-...-an nouns.
These correspond to English nouns with prefix dis- or in-:

adil just : ketidak-adilan injustice
jujur honest : ketidak-jujuran dishonesty
puas satisfied : ketidak-puasan dissatisfaction
senang pleased : ketidak-senangan displeasure

4. Several adjectives derived with prefix se- can form the base of a ke-...-an noun:
seimbang balanced : keseimbangan balance, equilibrium
sesuai appropriate, suitable : kesesuaian suitability, compatibility
seragam uniform, of the same kind : keseragaman uniformity

5. The noun can be formed from an intransitive verb:
datang come : kedatangan arrival
hidup live : kehidupan life
ingin wish : keinginan wish, desire
lahir be born : kelahiran birth
menang win : kemenangan victory
naik go up : kenaikan rise, increase

6. The base can be a verb with prefix ber- or ter-. 
In this case the prefix remains:

berangkat depart : keberangkatan departure
berhasil succeed : keberhasilan success
terbatas limited : keterbatasan limitation
tersedia available : ketersediaan availability

7. A few nouns are formed from a negated verb or have a compound verb base:
tahu know : ketidak-tahuan ignorance
ikut serta participate : keikut-sertaan participation

8. A few ke-.„-an nouns are based on modals or adverbs:
boleh may : kebolehan ability, skill
harus must : keharusan necessity, a must
kerap frequently : kekerapan frequency
lebih more : kelebihan excess
mungkin possible : kemungkinan possibility

9. ke-...-an nouns can be based on nouns; this use is very productive and many forms are recent in the language.
The ke-...-an forms in general mean 'having to do with [base]'. Some forms have a different translation from the base:

anggota member : keanggotaan membership
daerah region : kedaerahan regionalism
ibu mother : keibuan motherliness
pemimpin leader : kepemimpinan leadership
wanita woman : kewanitaan femininity

10. Many ke-...-an nouns with noun bases typically modify another noun. Thus keagamaan 'having to do with religion' occurs in such phrases as upacara keagamaan 'religious ceremony'. Sometimes the translation depends on context; thus kebangsaan is translated differently in the phrases kebangsaan kapal itu 'nationality of the ship' and lagu kebangsaan 'national song'. When modifying another noun it is frequently translated by an adjective, as in the case of keagamaan above. In other cases the ke-...-an noun has the same translation as the base. Thus penduduk 'population' and (teori) kependudukan 'population (theory)'. In either case such nouns are best glossed 'having to do with [base]',except where context makes their meaning clear, as in thefollowing examples:

kedokteran medical, having to do with doctors : fakultas kedokteran faculty of medicine
kehutanan forestry, having to do with forests : petugas kehutanan forestry official
kepolisian having to do with police : akademi kepolisian police academy
keuangan finance, finances : departemen keuangan department of finance; soal keuangan financial matters
kemasyarakatan social, having to do with society or community : masalah kemasyarakatan community
problem
kemahasiswaan having to do with students : hidup kemahasiswaan student life
keimigrasian having to do with immigration : undang-undang keimigrasian immigration laws

11. In a few cases ke-...-an nouns are formed from nouns already having prefix peN-, such as kependudukan 'having to do with population' (penduduk population menduduki occupy) and kepemimpinan leadership (pemimpin leader, pimpin lead).

12. With noun bases indicating a person holding a rank or office, ke-...-an forms nouns meaning 'the domain administered by [base]':
duta ambassador : kedutaan embassy
kaisar emperor : kekaisaran empire
lurah village head : kelurahan administrative unit headed by a lurah
menteri minister : kementerian department headed by a minister
raja king : kerajaan kingdom
sultan sultan : kesultanan sultanate

13. With a very few noun bases ke-...-an forms nouns indicating a collection of [base]:
pulau island : kepulauan archipelago
pustaka book (archaic) : kepustakaan bibliography, list of references

14. A few nouns are derived from numbers, both definite and indefinite , meaning 'a group which consists of [base]:
satu one : kesatuan unit
sebelas eleven : kesebelasan eleven (soccer team)
seluruh whole : keseluruhan entirety

The Use of 'Deh' and 'Dong' in Colloquial Jakartan Indonesian

The Use of 'Deh' and 'Dong' in Colloquial Jakartan Indonesian



Written by James Neil Sneddon in Colloquial Jakartan Indonesian. Canberra: Pacific Linguistics. 2006. pp.118-119.




1. Deh
This occurs with statements as an emphatic particle urginghe listener to believe what is being said: ‘I’m telling you; that’s certainly the case’:

Nggak tau deh.
I don’t know, I tell you.

Gua udah bilang ama elu berkali-kali, deh.
I’ve told you (about it) repeatedly, haven’t I.

It frequently follows adjective predicates, emphasising thequality:

Lagi gua SMA tuh Inggris gua tu jelek. Jelek deh.
When I was in senior high school my English was dreadful. I was just dreadful.

Pasti gendut deh anaknya.
His kids are sure fat.
In an imperative structure deh strongly urges the listener to do something: ‘why don’t you; do it!’, or, with a negative, ‘don’t do it!’:

A: Elu belum nonton, yah?
B: Belum.
A: Nonton deh!
A: Haven’t you seen it yet?
B: Not yet.
A: Then go and see it!

Jangan pacaran lama-lama deh!
Don’t have a long-term relationship!


2. Dong
This occurs in statements to give strong emphasis, with a suggestion that the listener should already know that what is said is the case:

A: Itu kira-kira berapa rupiah? Sekitar dua puluh delapan ribu,mungkin, yah?
B: Lebih dong!
A: That’s about how many rupiah? About 28,000, perhaps?
B: Oh, more than that!
A: Maksudnya diiket pita merah jadi aneh.
B: Loh, enggak dong! Ijo, merah, biasalah!
I mean, if it’s tied with red ribbon it looks strange.
What! Oh, no! Green and red are the usual colours.

It occurs in imperatives, making them more emphatic. Here too there is a suggestion that the listener should know this is what to do or believe:

Kencengan dikit dong!
Speak a bit louder!

Eh, jangan manggil ‘Om’, dong!
Hey, don’t call me ‘Uncle!’

Although dong usually follows the statement or command it is also sometimes inserted within the proposition:

Jadi enggak mungkin dong kalo dia bilang uda tiga taon enggak make.
So it’s impossible you see if he says he hasn’t been using it for three years.

Kalo mau lewat-lewat bilang dong ‘misi’.
When you’re going to pass someone say ‘excuse me’.

Using Dictionary in Writing Skripsi/Thesis

    Using Dictionary in Writing Skripsi/Thesis

                                              Written by Ari Julianto

In writing a skripsi/thesis a dictionary and a thesaurusplays an important role. This kind of reference helps us in giving a valid definition of the term, or specific word to make the readers understand the content of the skripsi/thesis clearly.

There is a range of specialist dictionaries that might be useful to us as a guide in giving definitions and terms in writing a skripsi/thesis.

1. Subject Dictionary
 This gives us the meanings of specialist terms within a discipline. It gives a quick reference to explanations of specialist terms that are not found in general dictionaries.
For examples:
- Longman Dictionary of Language Teaching and Applied Linguistics by Jack C. Richards, Richard W. Schmidt.
- Merriam-webster's Medical Dictionary by Merriam-Webster.
- Dictionary of Business and Economics Terms  by Jack P. Friedman.

2. Spelling Dictionary
This gives us correct spellings as well as frequently misspelt versions with the correct spelling alongside.
For examples:
- Scholastic Dictionary of Spelling by Marvin Terban and Harry Campbell.
- Webster's New World Speller/Divider by The Editors of the Webster's New World Dictionaries and Staff of Webster's New World Dictionary Webster's New World Pocket Misspeller's Dictionary by Michael E. Agnes .
-  Modern Chinese-English dictionary;: Romanized phonetic spelling basic word finding method, by I-chih Kuo.

3. Etymological Dictionary
This gives us the linguistic origins of words, and developments in their meaning.
For examples:
- The Oxford Dictionary of English Etymology by C.T. Onions, G. W. S. Friedrichsen and R. W. Burchfield.
-Chambers Dictionary of Etymology by Robert K. Barnhart and Sol Steinmetz.  
- The Concise Oxford Dictionary of English Etymology (Oxford Paperback Reference) by T. F. Hoad. 

4. Collocation Dictionary
This gives us words that are often positioned together. This is useful when you find yourself searching for one word usually used alongside another.
For examples:
- Oxford Collocations Dictionary by Colin McIntosh, Ben Francis and Richard Poole.
- Oxford Collocations Dictionary for Students of English by Diana Lea.
- Longman Collocations Dictionary and Thesaurus Paper with Online by Collective.

5. Rhyming Dictionary
This gives s the words with similar end sounds; useful when writing poetry.
For examples:
- Merriam-Webster's Rhyming Dictionary by Merriam-Webster.
- The Complete Rhyming Dictionary: Including The Poet's Craft Book by Clement Wood and Ronald J. Bogus.
- The New Comprehensive American Rhyming Dictionary by Sue Young.

6. Pronunciation Dictionary
This gives us a phonetic version of the headword. You can work out the phonetic code from the symbols that are given, usually at the front of the dictionary.
For examples:
- Cambridge English Pronouncing Dictionary by Daniel Jones, Peter Roach, Jane Setter and John Esling.  
- Longman Pronunciation Dictionary, Paper with CD-ROM (3rd Edition) by J C Wells.
- Black's Law Dictionary with Pronunciations, 6th Edition (Centennial Edition 1891-1991) by Henry Campbell Black.

7. Bilingual Dictionary
This gives us equivalent words from two languages, often arranged in two sections, translating from one language to the other, and vice versa.
For examples:
- Barron's Spanish-English Pocket Bilingual Dictionary (Barron's Foreign Language Guides) by Dr. Margaret Cop. 
- French English Bilingual Visual Dictionary (DK Visual Dictionaries) by DK.
- Germanâ English Bilingual Visual Dictionary (DK Visual Dictionaries) by DK.


8. English Learner’s Dictionary
This primarily intended for those learning English as a second language, but very useful for all because they give examples of use, including idioms, and a  pronunciation guide.
For examples:
- Collins COBUILD Advanced Learner's English Dictionary: Hardcover with CD-ROM by Collins COBUILD.
-  Oxford Advanced American Dictionary for learners of English by Inc. Oxford University Press.
- The Kodansha Kanji Learner's Dictionary by Jack Halpern.

The Changes of Similar Words between Tagalog and Indonesian

  
The Changes of Similar Words between Tagalog and Indonesian


                                              Written by Ari Julianto



The Tagalog language has developed a unique vocabulary sinceits inception from its Malayo-Polynesian roots. The influence of the Spanish, Nahuatl, Sanskrit,Pali, Persian, Arabic, English, Chinese, Japanese, and Indian languages can be seen in the Tagalog language.

According to the linguistic expert Jose Villa Panganiban, "of the 30,000 root words in the Tagalog language, there are close to 5,000 from Spanish, 3,200 from Malay and Chamorro, 1,500 from English, 1,500 from both Hokkien (Min Nan) and Yueh Chinese dialects, 300 from Sanskrit and Pali, 200 from Arabic, and a few hundred altogether from other languages".

Some linguists claim that borrowings from Malay and Chamorro cannot be ascertained at this time, as words from the Old Austronesian language and those from Malay and Chamorro are still ambiguous and too similar to be distinguished.

Meanwhile, Indonesian (Bahasa Indonesia) is the official language of Indonesia. It is a standardized register of Malay, an Austronesian language which has been used as a lingua franca in the Indonesian archipelago for centuries.

Indonesia is the fourth most populous nation in the world. Of its large population, the number of people who speak Indonesian fluently is fast approaching 100%, making Indonesian one of the most widely spoken languages in the world.(Souce: Wikipedia).

Below is the short list of several similar words between Tagalog and Bahasa Indonesia.
Tagalog  Indonesian  Meaning
Anak     Anak = child
Anim    Enam = six
Apat    Empat = Four
Asin  (salt)    Asin (salty)
Asinan    Asinan = pickle
balik     balik = return
bangon     bangun  = wake up
bangkay bangkai = Corpse
bangis     bengis     fierce, ferocious
bansa     bangsa = nation
bawang (garlic) bawang merah (onion) bawang putih (garlic)
bayad     bayar = pay
bunso    bungsu = youngest child
dahon     daun = leaf
dating     datang = arrive
dingding     dinding = wall
gansa    angsa = goose
hangin     angin = wind
inumin     minum = drink
kambing    kambing = goat
kami     kami = we
kanan     kanan = right
kuko     kuku = nail
lalaki     lelaki = man
langit     langit = sky
langka     nangka = jackfruit
lima    lima = five
mahal     mahal = expensive
mangga     mangga = mango
mangkok    mangkok = bowl
manipis (thin)    menipis (become thin)
mapait     pahit = bitter
mata    mata = eye
mesa    meja = table
mula (from, since) mula (beginning)
mura    murah = cheap
pandak     pendek = short
pinggan     pinggan rarely used = plate
sakit     sakit = ill
sayang    sayang = it's too bad
siko     siku = elbow
sulat     surat = letter
taksi    taksi = taxi
tali     tali (rope) = string
taon    tahun = year
tawa    tawa = laugh
tainga/tenga    telinga = ear
tulak     tolak = push
tulong    tolong = help
tumpok    tumpuk = a pile
tusok     tusuk = pierce
uban     uban = gray hair
ubi     ubi = yam

From the above list of words, we can see that there arethree types of words change between Tagalog and Bahasa Indonesia, they are:

1. Change in vowel
Between Tagalog and Bahasa Indonesia, there is One vowel change. The position of the vowel can be in end-position like ako (T) = Aku (BI), Siko (T) = Siku (BI), and mid-position like Tolong (BI) = Tulong (T), lelaki (BI) = Lalaki (T).

2. Change in consonant
Between Tagalog and Bahasa Indonesia, there is One consonanat change like sulat (T) = surat (BI), tainga (T) = telinga (BI),

3. Missing/adding Infix
Between Tagalog and Bahasa Indonesia, there is a difference in infix like dingding (T) = dinding (BI), bunso (T) = bungsu (BI).

4. Missing/adding  letter
Between Tagalog and Bahasa Indonesia, there is one or two letters missed or added like mura (T) = murah (BI), dahon (T) = daun (BI).

Some other words have difference in pronunciation although the words in two languages are similar. And the rest might be different in usage only.

This is only a short analysis and I hope today's posting will be useful for all of us. Amien.



Reference
Meman, Paz B. 1990. Tagalog Language Packet. Manila: Peace Corps. Manila.

Tim Redaksi. 2008. Kamus Bahasa Indonesia.Jakarta: Pusat Bahasa Departemen Pendidikan Nasional.

New School Curriculum ‘Vulnerable to Corruption’: Education Coalition

New School Curriculum ‘Vulnerable to Corruption’: Education Coalition

                     By Jakarta Globe on 10:52 am March 21, 2013.


The Coalition to Reject the 2013 Education Curriculum is planning to report to the Corruption Eradication Commission (KPK) its findings on potential corruption practices linked to the new school curriculum, an activist said on Thursday.

JG Photo/Yudhi Sukma Wijaya

The coalition is composed of members of the Indonesia Corruption Watch, the Indonesia Teachers’ Union and several education observers.Febri Hendri, the ICW coordinator for public service monitoring, was quoted by the Tempo Interaktif online news portal as saying that the coalition believed the new curriculum provided too many opportunities for corruption.

“The budget is vulnerable to corruption, especially in the provision of textbooks,” Febri told Tempo. However, he declined to provide more details, saying that he preferred to meet with the KPK leadership.

ICW has reported that from 2004 to 2011, there were at least six corruption cases linked to the procurement of books, totaling state losses of Rp 54.9 billion ($5.64 million).Febri said that the coalition was awaiting a response from the KPK on when members could meet with the leaders of the antigraft body.

The new education curriculum is expected to be implemented in the 2013-2014 school year, which begins in July. It has been met with mounting opposition from many in the education sector, who said that the new curriculum was putting too much emphasis on religious and moral education and not enough focus on science and English.

The government has requested Rp 2.49 trillion to develop and implement the national school curriculum, which experts say could be used to address the discrepancy in the numbers of quality teachers between major cities and remote areas of the country. Textbook provision gets an allotment of Rp 1.2 trillion, while another Rp 1.09 trillion is earmarked for teacher training.

The Coalition to Reject the 2013 Education Curriculum earlier this month delivered a petition with more than 1,500 signatures to the Education Ministry, rejecting Indonesia’s new school curriculum which will see science and social studies dropped as core subjects in July. The ICW, parents, teachers and practitioners started the petition on Dec. 5 after they failed to reach an agreement with ministry officials following a series of talks.

The new curriculum sparked controversy and polarized the nation when it was revealed in December, with proponents of the plan arguing that their children had long felt overburdened by the curriculum.

But opponents of the plan argued that it would make Indonesians less competitive in the globalized market and discriminate against those who could not afford to send their children to private English and science tuition centers.

The Use of 'Sih' and 'Loh' in Colloquial Jakartan Indonesian

The Use of 'Sih' and 'Loh' in Colloquial Jakartan Indonesian



Written by James Neil Sneddon in Colloquial Jakartan Indonesian. Canberra: Pacific Linguistics. 2006. pp 123-128.


I. Sih
Sih, often pronounced si, has a range of subtle meanings. Although it is frequently used in Colloquial Jakartan  Indonesian it is difficult to pin down its function in particular contexts and writers give conflicting statements on what it means.

In general its function is that of a softener or ‘smoother’, contributing to the smooth flow of the conversation.
In questions, as a softener it makes the question less abrupt. There is often also a suggestion that the speaker
has a reduced interest in the question; this also adds to the softening effect.

1. A somewhat similar effect in English might be achieved with ‘then’:
Lo ama Bowo uda berapa lama, sih?
How long have you been going out with Bowo then?

Tau dari mana, sih?
Where did you hear that then?

2. In statements also it acts as a softener, as ‘you know’ might in English, adding a smoothness to the statement, which might otherwise sound somewhat abrupt:
Kita panggilnya si Batak. Ya emang dia Batak, sih.
We call him The Batak and in fact he is a Batak, you know.

Kayak sepupu gua sih! Sepupu gua juga sembilan taon.
That’s like my cousin, you know. My cousin was also (engaged for) nine years.

3. Following a subject it can mean ‘as for’:
A: Minumnya yang enak apa?
B: Ah, gua sih minum orange juice, ice capuccino.
A: What do you like to drink?
B: (As for me) I drink orange juice and iced cappuccino.

Ya Betty sih bilang, dia bilang gini ..
Well, (as for) Betty, she said this ..

4. The difficulty in covering the meaning of sih in all occurrences with the term ‘softener’ can be seen by the following exchange, in which it seems to emphasise the preceding word rather than soften it:
A: Pacarku yang dulu Libra.
B: Siapa pacar lu?
A: Yang dulu. Inget nggak? Yang dulu? Libra.
B: Siapa sih pacarnya yang dulu?

A: My previous girlfriend was a Libra.
B: Who was your girlfriend?
A: The previous one. Don’t you remember? She was a Libra.
B: But who was your previous girl friend?

5. Sometimes a speaker will use sih repeatedly:
Yah, kesan pertama gua sih, ngeliat dia sih, centil banget sih nih cewek nih.
Well, my first impression on seeing her was she was a real flirt, this girl.

II. Loh
This particle derives from Javanese lho. It is almost always written <lho> in Indonesian publications, although it was pronounced loh or lo and occasionally luh or lu in the recordings.
1. Before a statement it is an expression of surprise at what has been said:
A: Maksudnya diiket pita merah jadi aneh.
B: Loh, enggak dong! Ijo, merah, biasalah!
A: I mean, if it’s tied with red ribbon it looks strange.
B: What! Oh, no! Green and red are the usual colours.

A: Katanya dari Jerman, bukan Perancis. Bacanya jadi
Karvu. Bukan Karevu.
B: Loh, orang-orang pada bilangnya Kerfor.
A: They say its from Germany, not France. It’s read as Karvu, not Karevu.
B: What! Everyone pronounces it Kerfor.

2. Occurring after a word loh emphasises it and asserts that it is true:
Tapi lama-lamaan ngajar tuh jenuh loh!
But when you’ve been teaching for a long time you get fed up with it!

Temen gua Aries banyak loh.
I’ve got lots of friends who are Aries.

Bener loh! Katanya dia tu emang married sama Abdul Latief.
It’s true I tell you! They say she really has married A L.

3. Emphasising a word it can occur within the clause:
A: Tapi gua males sekolah.
B: Ih, gua seneng loh sekolah!
A: But I’m not interested in studying.
B: Ah! I love studying!

Banyak loh cerita-cerita dia.
He’s got lots and lots of stories.

4. The combination gitu loh is a particularly common means of emphasising a statement. In one conversation loh was used 107 times, of which 91 instances were of gitu loh, while in one interview loh occurred 117 times, of which 113 instances were of gitu loh.

Ebook about Writing Citation

                Ebook about Writing Citation

                              Written by Ari Julianto


Citation has been an important part of a thesis. The way in writing the citation is various based on the perception or local format. Citation is important since good citations parcel out credit. Some belongs to you for the original work you did; you need to take full responsibility for it. Some belongs to others for their words, ideas, data, drawings, or other work. You need to acknowledge it, openly and explicitly. Besides, if you relied on others’ work in order to tell your story, explain your topic, or document your onclusions, you need to say exactly what you used. Compare these bibliographic citations for an article of this ebook's author:


Chicago Lipson, Charles. "Why Are Some International Agreements Informal?" International Organization 45 (Autumn 1991):495–538.

APA Lipson, C. (1991). Why are some international agreements informal? International Organization, 45, 495–538.

ACS Lipson, C. Int. Org. 1991, 45, 495.

Today's posting I would like to share one ebook about writing citation written by Charles Lipson in Cite Right : A Quick Guide to Citation Styles—MLA, APA, Chicago, The Sciences, Professions, and More. 2006. The University of Chicago Press, Chicago.

In his book, the author discusses about Why Cite?, The Basics of Citation, Chicago (or Turabian) Citations, MLA Citations for the Humanities, APA Citations for the Social Sciences, Education, Engineering, and Business, AAA Citations for Anthropology and Ethnography, CSE Citations for the Biological Sciences, AMA Citations for the Biomedical Sciences, Medicine, and Nursing, ACS Citations for Chemistry, Physics, Astrophysics, and Astronomy Citations, Mathematics and Computer Science Citations, Bluebook Legal Citations, ALWD Legal Citations and FAQs about All Reference Styles.

If you are interested in it, you can download it HERE. Size: 1.5MB

If you find the link error, you may contact me personally via email: mr.ari69@gmail.com
(Jika link ini tidak berlaku, silakan hubungi saya via email: mr.ari69@gmail.com)

The Rules of Writing Title Based on MLA

The Rules of Writing Title Based on MLA


Written by The Modern Language Association of America in MLA Handbook for Writers of Research Paper: New York. 2009. pp. 86-92


1. Capitalization
capitalize the first word, the last word, and all principal words, including those that follow hyphens in compound terms. Therefore, capitalize the following parts of speech:
a. Nouns (e.g., flowers, as in The Flowers of Europe)
b. Pronouns (e.g., our, as in Save Our Children; that, as in The Mouse  That Roared)
c. Verbs (e.g., watches, as in America Watches Television; is, as in What Is Literature?)
d. Adjectives (e.g., ugly, as in The Ugly Duckling; that, as in Who Said That Phrase?)
e. Adverbs (e.g., slightly, as in Only Slightly Corrupt; down, as in Go Down, Moses)
f. Subordinating conjunctions (e.g., after, although, as if, as soon as, because, before, if, that, unless, until, when, where, while, as in One If by Land and Anywhere That Chance Leads)
- Do not capitalize the following parts of speech when they fall in the middle of a title:
a. Articles (a, an, the, as in Under the Bamboo Tree)
b. Prepositions (e.g., against, as, between, in, of, to, as in The Merchant of Venice and "A Dialogue between the Soul and Body")
c. Coordinating conjunctions (and, but, for, nor, or, so, yet, as in Romeo and Juliet)
d. The to in infinitives (as in How to Play Chess)

- Use a colon and a space to separate a title from a subtitle, unless the title ends in a question mark or an exclamation point. Include other punctuation only if it is part of the title or subtitle.

- When the first line of a poem serves as the title of the poem, reproduce the line exactly as it appears in the text.Dickinson's poem u heard a Fly buzz-when' died-" contrasts the everyday and the momentous.

2. Italicized Titles
Italicize the names of books, plays, poems published as books, pamphlets, periodicals (newspapers, magazines, and journals), Web sites, online databases, films, television and radio broadcasts, compact discs, audio cassettes, record albums, dance performances, operas and other long musical compositions, works of visual art, ships, aircraft, and spacecraft.

The Awakening (book)
The Importance of Being Earnest (play)
The Waste Land (poem published as a book)

3. Titles in Quotation Marks
Use quotation marks for the titles of articles, essays, stories and poems published within larger works, chapters of books, pages in Web sites, individual episodes of television and radio broadcasts, and short musical compositions (e.g., songs). Also use quotation marks for unpublished works, such as lectures and speeches.

"Literary History and Sociology" (journal article)
"Sources of Energy in the Next Decade" (magazine article)
"Etruscan" (encyclopedia article)

4. Titles and Quotations within Titles
Italicize a title normally indicated by italics when it appears within a title enclosed in quotation marks.
"Romeo and Juliet and Renaissance Politics" (an article about a play)
"Language and Childbirth in The Awakening" (an article about a novel)

- Enclose in single quotation marks a title normally indicated by quotation marks when it appears within another title requiring quotation marks.
"Lines after Reading 'Sailing to Byzantium'" (a poem about a poem)
'The Uncanny Theology of 'A Good Man Is Hard to Find'" (an article about a story)

- Also place single quotation marks around a quotation that appears within a title requiring quotation marks.
"Emerson's Strategies against 'Foolish Consistency'" (an article with a quotation in its title)

- Use quotation marks around a title normally indicated by quotation marks when it appears within an italicized title.
"The Lottery" and Other Stories (a book of stories)
New Perspectives on "The Eve of St. Agnes" (a book about a poem)

If a period is required after an italicized title that ends with a quotation mark, place the period before the quotation mark.
The study appears in New Perspectives on "The Eve of St. Agnes."

5. Exceptions
The convention of using italics and quotation marks to indicate titles does not generally apply to the names of scriptural writings (including all books and versions of the Bible); of laws, acts, and similar political documents; of musical compositions identified by form,number, and key; of series, societies, buildings, and monuments; and of conferences, seminars, workshops, and courses. These terms all appear without italics or quotation marks.
SCRIPTURE
Bible
Old Testament
Genesis
Gospels
Talmud
Koran
Upanishads

- Words designating the divisions of a work are also not italicized or put within quotation marks, nor are they capitalized when used in the text ("The author says in her preface ... ," "In canto 32 Ariosto writes ...").
preface
introduction
list of works cited
appendix

6. Shortened Titles
scene 7
stanza 20
chapter 2
If you cite a title often in the text of your paper, you may, after stating the title in full at least once, use a shortened form, preferably a familiar or obvious one [e.g., "Nightingale" for "Ode to a Nightingale"), or an abbreviation.

The Influence of Dutch in Bahasa Indonesia (2)

The Influence of Dutch in Bahasa Indonesia (2)


Written by James Sneddon in The Indonesian Language, Its History and Role in Modern Society. Sydney: UNSW.2003.pp.160-167.


In early borrowings, final clusters were removed, either by the addition of a vowel, as in lampu (lamp) and pompa (pump), or dropping of the final consonant, as in pos (post) and ban (tyre — \Dutch band). Complex clusters could be removed by both adding a vowel and dropping the final consonant, as in dinas (service — Dutch dienst). Clusters later became acceptable, especially in the pronunciation
of those fluent in Dutch, with words such as pers (press) and helm (helmet) entering the language. Much inconsistency occurs in acceptance of features of Dutch phonology, as it does in spontaneous borrowing from other languages.Thus the final rs is retained in kurs (currency rate — Dutch koers), but avoided by the addition of a vowel in bursa (stock exchange — Dutch beurs).

In traditional Malay, the mid-central schwa vowel could not appear in word-final syllables, whether open or closed by a consonant. While the schwa vowel entered in closed syllables under the influence of Javanese and Jakarta Malay, its acceptability was strengthened by borrowings from Dutch, such as liter (litre) and wortel (carrot). Moreover, borrowings from Dutch introduced word-final schwa, as in the suffix -isme, and various common words, like tante (aunt), orde (order, regime) and kode (code). Alisjahbana pleaded against this, strongly disagreeing with the change to the traditional Malay phonological system, and insisting on writing a instead of e in final syllables, such as koda, nasionalisma. In this he was unsuccessful; the change has become entirely accepted in the standard language.

Traditional Malay had a pattern of vowel harmony whereby, among other things, a high vowel (i, u) could not occur in a final syllable if a mid-vowel (e, o) occurred in the preceding syllable and a mid-vowelcould not occur in the final syllable if there was a high vowel in the second ast syllable. This system has disappeared in the modern language, partly as a result of borrowing from Dutch, with words  like vonis (punish) and tenis (tennis) breaking the rule.

With the increase in bilingualism, educated Indonesians tended to retain more features of Dutch phonology. In more recent borrowings, f is retained, rather than being replaced by p, as in fraksi (faction — in a political party or in parliament). The Dutch v is replaced by f rather than p (although the letter v is retained in writing), as in veto (veto).

Some borrowings, earlier pronounced and spelt with p, have now replaced this by f, with f or v retained in spelling, as in the Dutch. Thus earlier Nopember (November) was replaced by November. Uneducated speakers are still likely to use p instead of f in these words. In borrowings of scientific words with initial ps, the spelling of the original is retained, although the p is not pronounced; for example, psikologi (psychology) and psikiater (psychiatrist). One-syllable words did not occur in traditional Malay, apart from a few function words like dan (and) and ke (to). Early borrowings sometimes added a final vowel, such as buku (book). However, a considerable number of common Dutch words of one syllable were later accepted into the language, such as pet (cap), lap (cleaning cloth) and got (gutter, drain).

In borrowing from Dutch, the tendency has been to follow the pronunciation of the original where possible and to modify spelling of the word accordingly, as in numerous examples already given. In some cases, the spelling change to reflect pronunciation is more drastic. This is particularly common where the Dutch word is itself a borrowing from French, Dutch having retained French spelling, as in
kudeta (coup d’état — Dutch coup d’etat),
kado (gift — Dutch cadeau) and  
koran (newspaper — Dutch courant).

By the mid-1960s, Dutch had almost entirely been replaced by English as a source of innovations in the language. The 1983 wordlist thus could well be regarded as a definitive listing of Dutch borrowings; borrowing from Dutch was by then a thing of the past. On the other hand, the influence of English was really only beginning in the 1960s and has been accelerating since then.

The 1983 study did not take into consideration Dutch borrowings into other than Standard Indonesian. In those regional varieties of Malay where a significant proportion of the population had long had access to Dutch education, many Dutch words occur in everyday speech that are unknown in the standard language. As one example, Manado Malay has many Dutch words in common use, such as:
fakansi holiday (Dutch vakantie)
fals dishonest (Dutch vals)
forek fork (Dutch vork)
ram window (Dutch raam)

Besides contributing numerous words directly to the language, Dutch has also been the source of many loan translations, Indonesian phrases created on the basis of Dutch models. These include:
kerja sama co-operate (Dutch samenwerking)
luar negeri overseas (literally ‘outside the country’ —Dutch buitenland)
mengambil take over (Dutch overnemen) alih
rumah sakit hospital (literally ‘sick house’ — Dutch ziekenhuis)

A number of new suffixes have entered the language through borrowing from Dutch. When words containing affixes (which are called prefixes if they precede the base and suffixes if they follow the base) are first borrowed, they are usually taken over as single meaningful units in the recipient language. Frequently, Indonesian borrowed two or more related forms from Dutch, such as aktif (active) and aktivis (activist), popular (popular) and popularitas (popularity).

While Indonesians using such words are aware of their similarities in form and meaning, it is not always possible to identify a base form for members of such sets nor to identify particular parts as affixes. When, however, a beginning or ending of a word comes to be used with a variety of different forms that can stand alone, it takes on the status of a prefix or suffix. This has happened with a number of Dutch affixes, including -isme, borrowed as a part of words like nasionalisme (nationalism). This has now become an assimilated Indonesian suffix because it can be applied to new bases, as in sukuisme (tribalism — suku ‘tribe, ethnic group’). The Dutch noun-forming endings -atie, pronounced ‘atsi’, and -isatie were retained as -(is)asi in numerous borrowings, such as nasionalisasi (nationalisation).

This has become a particularly ‘successful’ suffix, replacing the Dutch -(iser)ing in words like modernisasi (modernisation — Dutch modernisering) and later replacing the English ending ‘-ation’ in words like ekstensifikasi (extensification). The Dutch adjective-forming ending -isch was retained in borrowings as -is, as in dinamis (dynamic) and dramatis (dramatic). A number of words were borrowed with the Dutch suffix -teit, but these were later replaced by their original Latin forms with the suffix -tas, such as universitas (university — Dutch universiteit) and kualitas (quality — Dutch kwaliteit).

As already mentioned, Dutch has also played an enormous role in the development of syntax in the formal language, through the influence of educated bilinguals. In writing, this includes the development of more complex sentence structure and paragraph organisation. It also resulted in a significant shift from passive to active constructions. This trend continued under the influence of English.

The Influence of Dutch in Bahasa Indonesia (1)

The Influence of Dutch in Bahasa Indonesia (1)


Written by James Sneddon in The Indonesian Language, Its History and Role in Modern Society. Sydney: UNSW.2003.pp.160-167.


Although the Dutch first appeared in the archipelago at the beginning of the 17th century, their language did not begin to have a noticeable influence until much later. In the Moluccas and in Batavia, attempts by the Dutch to use their language in church services, in schools and in administration had little success. After a brief attempt in the Moluccas,Dutch was replaced by Malay in school teaching and in religious services; in Batavia it was replaced by Portuguese and Malay.

The English grammarian William Marsden noted in 1812 that ‘several Dutch terms’ had been adopted into Malay, presumably as indication of very limited penetration at that time. Dutch did not begin to have a significant influence on Malay until the beginning of the 20th  century, when children of the Indonesian gentry began entering European schools and Dutch was also introduced as a subject at training colleges for native teachers and pubic servants. With growing demand among the Indonesian elite for Dutch education and limited places available for them in European schools, Dutch-language native schools were established in 1914. With improving means of long distance travel, a greater number of Europeans began to enter Indonesia, resulting in greater Western influence on society. This led to further demand for Dutch language among the small Indonesian elite, among whom knowledge of the language was becoming the mark of status, particularly as the opportunity for Dutch education was largely confined to the higher class.

Proficiency in Dutch also opened the door to well-paid jobs in commerce and administration, and command of Dutch was the gateway to European culture.28 By 1930, about 230000 Indonesians spoke Dutch, increasing to about 400 000 with command of the language in 1941, although this was less than 1 per cent of the total Indies population.

There thus emerged a sizeable bilingual population among the educated leaders of pre-war indigenous society. For many of them, Dutch was their preferred language and, when speaking Indonesian, the use of Dutch words was a symbol of prestige and social status. Use of Dutch words was also a necessity for many topics, there being no suitable Malay words for discussing politics, economics and science.

Before 1942, many Dutch words entered the language spontaneously, without deliberate selection, through such bilingualism. From the beginning of formal language planning, with the Komisi Bahasa in 1942, a number of Dutch words also entered through the language planning process. After independence, Dutch remained the major source for scientific and technical terms under the Terminology Commission until 1966, although most of the terms selected were not taken up by the population in general. Many more words entered spontaneously in various domains of everyday life, because they were used by the educated elite in their spoken and written Indonesian  and were spread by the press.

After independence, Dutch was no longer a medium of instruction in education and there was pride among Indonesians in having their own national language. Nevertheless, the use of Dutch among the educated continued and retained a prestige status. In the 1960s, there was still a substantial population of proficient speakers of the language; a study of Indonesian students in the USA, carried out in 1962, found that 20 of the group of 26 had at least some facility in Dutch.30 One writer stated in 1979 that ‘the Dutch-educated generation is dead, dying or about to be pensioned off’.31 Despite such exaggerated claims, even at the beginning of the 21st century there was a surprising number of educated people in the older age group, those who had had a Dutch education up to 1949 or had had the opportunity of tertiary study in the Netherlands in the 1950s, who were fluent in the language.

Nevertheless, by the late 1950s educated Indonesians were beginning to turn to English. By the mid-1960s, Dutch influence on Indonesian was drawing to a close as the influence of English began to grow rapidly. Among early borrowings from Dutch were kantor (office), kamar (room), and buku (book).  As Dutch customs were introduced, Dutch words were frequently employed. For instance, Dutch influence on cooking and eating habits resulted in such items as:
buncis beans
kol cabbage
kompor stove
poding pudding
sosis sausage
wortel carrot

Items of clothing include:
helm helmet
hem shirt
kerah collar (Dutch kraag)
piama pyjamas
ritsleting zipper
rok skirt
selop slipper (Dutch slof)

The Indonesian legal system is based on that of the Netherlands and many legal terms are Dutch, such as:
advokat lawyer
kasasi overturning of judgment
kasus case
pleidoi defence
vonis sentence
yuris law graduate

In other areas of modern life introduced by the Dutch, such as medicine and education, there has also been significant borrowing. In technical areas also, many terms are Dutch, including electrical terms such as:
listrik electricity
per light bulb
steker electrical plug
stop kontak socket
strom current

A great many words to do with motor vehicles are Dutch, including:
bensin petrol
klakson horn
kopling clutch
oli lubricating oil
persneling, versneling gear
rem brake

In many spheres of everyday life, Dutch has intruded. The common words for ‘uncle’ and ‘aunt’ were largely replaced by om (Dutch oom) and tante, particularly as terms of address. Among a great many everyday words are:
antre queue (Dutch aantreden ‘line up’)
asbak ashtray
gelas (drinking) glass
handuk towel
pamili, famili relatives, (extended) family
restoran restaurant
setrika iron
televisi television

The names of the months, Januari, Februari and so on, are all from Dutch.Earlier borrowings tended to be modified to fit with Malay phonology and syllable structure. Thus Dutch f and v were replaced by p: fabriek became pabrik (factory) and koffer became kopor, koper (box,suitcase). The Dutch sound spelt u or uu is a high front rounded vowel that does not exist in Indonesian and borrowings with this sound generally omitted the lip rounding, leaving i, as in bis (bus — Dutch bus) and setir (steering wheel — Dutch stuur). In traditional Malay there were few consonant clusters, these comprising word-medial nasal-stop clusters like mp, nt, ngk, and r plus another consonant, such as in pernah (ever). While borrowing from Javanese introduced numerous consonant clusters, Dutch also contributed to their acceptance, introducing initial clusters, as in stabil (stable) and skripsi (thesis), and medial clusters as in pabrik (factory) and doktrin (doctrine). Medial clusters of even four consonants have been introduced, as in eksplorasi (exploration).

(to be continued)

The Influence of Sanskrit on Indonesian Language

The Influence of Sanskrit on Indonesian Language

Written by James Sneddon in The Indonesian Language, Its History and Role in Modern Society. Sydney: UNSW.2003.pp.167-172

Another phenomenon in the development of modern Indonesian has been the use of Sanskrit words and phrases. These do not come directly from Sanskrit, the major source being Old Javanese.

Between the 10th and 15th centuries, there was a prolific literature in Old Javanese, also called Kawi. Heavily influenced by Indian literature, the scholars of the Hindu-Javanese period laced their works with Sanskrit forms, much as did the scribes of Srivijaya. It is from such preserved literature that most of the new borrowings now referred to as Sanskrit originate.

In some cases, such words are hybrids drawn from Sanskrit and Kawi to form new words that did not exist in those languages, much as the word ‘television’ is composed of the elements ‘tele-’, from the Greek word for ‘far’, and ‘vision’, from the Latin word for ‘sight’, producing a word in English unknown to speakers of Latin or Ancient Greek. One group that has provided many new terms based on Sanskrit are those previously known as the ‘solidarity makers’, the military and political leaders, who attempted to promote feelings of nationalism among the population.

For such people, Sanskrit terms have been particularly prestigious. They hark back to the glorious days of great Hindu-Javanese kingdoms, particularly Majapahit, and powerful kings such as Airlangga and Hayam Wuruk. Terms suggestive of power and legitimacy have been much exploited by the military, such as perwira (officer— Sanskrit prav-ira ‘hero’) and purnawirawan (retired; veteran — Sanskrit purna ‘complete’ and v-iryav n ‘warrior’), in place of the mundane alternatives opsir (Dutch officier) and pensiunan (pensioner— Dutch pensioen with Indonesian suffix -an).

Created forms include:
- The national philosophy Pancasila (The Five Principles) and the national motto Bhinekka Tunggal Ika (Unity in Diversity).

- Sanskrit numbers, such as panca (five), as in Pancasila, dwi (two) as in dwiwarna (two colours), for the Indonesian red and white flag, and  dwifungsi (two functions — a hybrid of Sanskrit and Dutch), for the  dual role of the military in defence and politics. Other examples include tri (three), as in tridarma (the three duties), for the responsibilities of institutes of higher education, and sapta (seven), as in sapta marga (the seven ways),for the seven principles that the armed forces must obey.

- Awards for meritorious service have grandiose sanskritic names,such as Satyalancana Karya Satya (satya ‘loyal, faithful’, lancana ‘badge’, karya ‘work’), a medal for long distinguished public service, Mahaputra Adipradana (mahaputra ‘great son’, adi ‘superior’, radana ‘first’), the highest order for distinguished service to the nation, and Bintang Yudha Dharma (bintang Malay ‘star, medal’, yudha ‘war’, dharma ‘service’), war service medal. The use of pseudo-Sanskrit in such honours gives an illusion of long tradition, thereby providing legitimacy to new creations.

- After the occupation of Dutch New Guinea, the capital Hollandia was eventually renamed Jayapura, Sanskrit for ‘Victory City’, the use of Sanskrit linked to the need to legitimise the takeover.

- Many Indonesians, particularly Javanese, have Sanskrit-based names. Suharto, whose Sanskrit-derived name means ‘good possessions’, named his son Hutomo Mandala Putra (better known as Tommy Suharto). At the time, Suharto was commander of the Mandala army unit. The name that he gave his son derives from hutomo, the Javanised form of Sanskrit utama (principal, eminent), mandala (circle), the name of the army unit (significantly given a Sanskrit name, being another instance of the choice of a powerful Sanskrit word), and putra,meaning ‘prince’ in Sanskrit, but being an honorific term for ‘son’ in Indonesian. Thus the name means ‘Son of the Leader of Mandala’.

- President Sukarno gave his Japanese bride the ‘Indonesian’ name Dewi Ratna Sari, which consists of three Sanskrit words, meaning ‘goddess’, ‘jewel’ and ‘essence’ respectively. Names from the Hindu epics, the Mahabharata and Ramayana, are well known to Indonesians.

- Technology Minister Habibie (Former President of Indonesia), in the last days of the Suharto government, had plans for a new Indonesian aircraft to be called Gatotkaca, after a powerful flying figure in the Mahabharata.

- When the Indonesian women’s archery team won a silver medal at the Seoul Olympics in 1988, they were widely proclaimed as the Tiga Srikandi (the Three Srikandis), after a woman archer in the Mahabharata.

- Other institutions exploit Sanskrit in the same way. The Catholic Church frequently uses it instead of Latin, as in the names of the Catholic universities Atma Jaya (Victorious Spirit) and Sanata Dharma (Genuine Good Deeds). A prominent Protestant university also has a Sanskrit name, Satya Wacana (Faithful to the Word).

- Private businesses very often choose Sanskrit names; Hotel Kartika Candra means nothing more than ‘Star Moon Hotel’, but the euphonious flow of sounds combined with the mystique of Sanskrit gives it a special prestige.

-Even lowly leather goods or bicycle shops can have Sanskrit names, like Surya Jaya (Victorious Sun) or Mitra Setia (Loyal Friend).

- Sometimes Sanskrit and Malay words are combined in names, the Sanskrit element here also adding to the aura of superiority, such as Gunung Mulia (Noble Mountain) for a book shop or Cahaya Baru (New Light) for a tailor. There are other reasons for the use of such pseudo-Sanskrit forms.

As an alternative to borrowings from European languages, they have considerable attraction. While many sound grandiose, they do not have a foreign flavour, Sanskrit phonology having been modified to the needs of Javanese, and they thus often have a native ‘feel’ about them, especially to Javanese.

- Sanskrit-based words are felt to be refined and polite, and so are popular as euphemisms for more blunt native words, such as payudara (female breasts) for Malay buah dada (literally ‘fruit of the breast’), and pidana (crime) for Malay kejahatan, which also means ‘evil’.

- A number of euphemisms occur with the prefixed component tuna- (lacking), from Sanskrit tunna- (struck, hurt, cut). In borrowings into Old Javanese, this word had developed the meaning ‘lacking, being short of’, which it retains in modern Indonesian, as in tunanetra (without sight — netra Sanskrit ‘eye’) instead of buta (blind), tunawisma (without house — Sanskrit vesma ‘house, building’) instead of gelandangan (vagrant, homeless) and tunakarya (without work — Sanskrit karya ‘work’) for penganggur (unemployed). Such terms are rarely used in everyday speech, but do appear in politer formal language

Tuna- is an example of a new affix entering the language through modern borrowing from Sanskrit. Among others are antar-, swa-, pra-, and pasca-. While some of theseappear in a few older borrowings, mainly of whole words,it is only since independence that they have becomecommon and can be recognised as prefixes.

- Antar- (inter-)occurs in words like antarpulau (inter-island), antarbenua (intercontinental) and antar golongan (inter-group). These words have probably been created under influence of English terms with theprefix ‘inter-’(which was borrowed into English from Latin and is cognate with the Sanskrit form).

- Swa-, from the Sanskrit sva (self), occurs in a fewolder forms but is mainly found in recent introductions,such as swasembada (self-sufficient), swadaya (self-help)and swalayan (self-service).
- Pra-, Sanskrit for ‘pre-’, occurs in such forms asprasejarah (prehistory — sejarah ‘history’ from Arabic), prasangka (prejudice — sangka ‘think,suppose’ from Sanskrit), prakata (foreword — kata ‘word’ being an old borrowing of Sanskrit kath ‘word, speech’) and prasekolah (preschool — sekolah from Portuguese).

- The prefix pasca- was introduced quite recently in themeaning ‘post-’ and has become rather productive in the modern language, as in pascasarjana (postgraduate —sarjana ‘scholar’ from Sanskrit), pasca-pemilu post-election — pemilu being an abbreviation for pemilihan umum ‘general election’) and pasca-jajak pendapat (post-referendum — first used in reference to strife following the 1999 referendum in East Timor). One modern coinage with the prefix pra- offers an interesting illustration of how obscure the meanings of these forms are to most people.

- The word pramugari was coined for ‘airline stewardess’.There are different accounts of the origin of mugari, but it was apparently an Old Javanese word meaning something like ‘managing affairs’. The word is popularly reanalysed as consisting of pramu, meaning something like ‘one who serves’ and gari, which seems not to be assigned any meaning. As a result of this false analysis, other terms have been coined with a component pramu, such as pramuniaga (shop assistant — niaga ‘trade’ from Sanskrit) and pramuwisma (servant — wisma ‘building, house’ from Sanskrit), although only the original pramugari is in common use in everyday speech, the others being euphemisms.

- The Sanskrit suffix -van (having, possessing), was earlier borrowed as part of certain words, such as rupawan (handsome — Sanskrit r pa ‘form, shape’) and hartawan (wealthy — Sanskrit artha ‘wealth, property’). In the modern language, its use has been greatly extended, coming to be thought of as meaning someone who practises a particular activity, as in: dramawan dramatist ilmuwan scientist (ilmu ‘science’ from Arabic ilm) olahragawan sportsman (olahraga ‘sport’) usahawan businessman (usaha ‘business, enterprise’ from Sanskrit) wartawan reporter (warta ‘news’ from Sanskrit).

- As these examples show, the suffix is not confined to combining with borrowings from Sanskrit. For these words there are corresponding female forms with -wati, such as olahragawati (sportswoman) and wartawati (female journalist), although forms with -wan can cover both male and female. While many of these neo-Sanskrit forms have been chosen for concepts in cultural areas, borrowings for science and technology are almost always taken from European languages (apart from early borrowings that sometimes came from Arabic).

- Instead of everyday matahari (sun), the Sanskrit word surya has been chosen for scientific communication, along with derivatives like tata surya (solar system — tata ‘order, arrangement’ from Sanskrit). The Sanskrit derivative angkasa (sky, heaven) is used in preference to the native langit in scientific contexts, such as in angkasa luar (outer space — luar ‘outside’) and angkasawan (astronaut


Not all proposed borrowings from Sanskrit have found favour. As mentioned, some are refined euphemisms not used in everyday speech.

- Pariwisata (tourism) occurs only in official language, turisme being the everyday word. Some forms devised by planners were not accepted at all.

- A number of forms with the prefix nir-, from the Sanskrit for ‘without, free from’, such as nirleka (prehistory — Sanskrit lekha ‘writing’), were coined by the Terminology Commission, but were not accepted by the public.

- The base pirsa, from the Sanskrit original from which periksa (examine) also comes, occurs in pirsawan (with -wan from Sanskrit) and pemirsa (with the Malay prefix pe- ‘one who does the action’). These words were coined for ‘television viewer’; however, although heard, they are not really able to compete with the Malay penonton (viewer, spectator). Likewise, the borrowing wahana could not compete against the Malay kendaraan in the meaning ‘vehicle’.

By the 20th century, direct Indian influence was long past, with Sanskrit playing no part in the life of the people of Indonesia, except in Bali. Therefore, modern borrowings from Sanskrit have been deliberate choices, sometimes by language planners but much more frequently by others familiar with or having access to Kawi sources. the mid-1960s, which has largely been spontaneous, not a result of deliberate choice but by the often casual use of English words by people directly familiar with the language.

Analisis dan Bukan Analisa

                    Analisis dan Bukan Analisa
                                              Written by Ari Julianto

Dalam perkembangannya, bahasa Indonesia menyerap unsur dari pelbagai bahasa lain, baik dari bahasa daerah maupun dari bahasa asing, seperti Sansekerta, Arab, Portugis, Belanda, atau Inggris.

Dalam penulisan sebuah karya tulis ilmiah, penggunaan kata serapan dari bahasa asing sangat dominan. Kata-kata yang sering muncul kebanyakan diambil dari sejumlah kata sains dari bahasa asing. 

Menurut Pedoman Umum Ejaan Bahasa Indonesia yang Disempurnakan (2000), berdasarkan taraf integrasinya, unsur pinjaman dalam bahasa Indonesia dapat dibagi atas dua golongan besar.

1. Unsur pinjaman yang belum sepenuhnya terserap ke dalam bahasa Indonesia, seperti reshuffle, shuttle cock, l’axplanation de l’homme. Unsur-unsur yang dipakai dalam konteks bahasa Indonesia, tetapi pengucapannya masih mengikuti cara asing.

2. Unsur pinjaman yang pengucapan dan penulisannya disesuaikan dengan kaidah bahasa Indonesia. Dalam hal ini diusahakan agar ejaannya hanya diubah seperlunya sehingga bentuk Indonesianya masih dapat dibandingkan dengan bentuk asalnya.

Unsur kedua seringkali menjadi bahan perdebatan oleh sejumlah guru ataupun dosen. Sejumlah kata serapan yang kerap dipermasalahkan antara lain:
- Analisa vs Analisis
- Hipotesa vs Hipotesis
- Diagnosa vs Diagnosis
Sufiks asing dalam bahasa Indonesia diserap sebagai bagian kata berafiks yang utuh. Kata seperti standardisasi, implementasi, dan objektif diserap secara utuh di samping kata standar,implemen, dan objek.

Ketiga kata di atas merupakan kata-kata pinjaman dari Bahasa Eropa yakni Inggris dan Belanda.
Menurut Sneddon (2003) Bahasa Indonesia memiliki sebanyak 6100 kata pinjaman dari Bahasa Eropa sebagaimana dipaparkannya sebagai berikut:

A study of borrowings into Indonesian from European languages published in 1983 identified 6100 borrowings, apparently confined to items accepted into Standard Indonesian and entering the language by the late 1970s, as identified in dictionaries and Pusat Bahasa publications.34 Of these, 5400 are claimed to be from Dutch and only 670 from English. The number of Dutch words is impressive, although many of them are restricted to use by small numbers of educated people or occur only in specialist registers.

Dijelaskannya, dari 6100 kata sebanyak 5400 kata merupakan serapan atau pinjaman dari Bahasa Belanda. Artinya, peran Bahasa Belanda cukup besar dalam pembentukan kata dalam Bahasa Indonesia. Permasalahan kata Analisa vs Analisis, Hipotesa vs Hipotesis dan Diagnosa vs Diagnosis sebenarnya dapat diatasi dengan mengulas sejumlah referensi resmi Bahasa Indonesia dan sejumlah literatur terkait lainnya.

Menurut Kamus Besar Bahasa Indonesia (2001) 
analisis ana.li.sis [n] (1) penelitian suatu peristiwa atau kejadian(karangan, perbuatan, dsb) untuk mengetahui keadaan yg sebenarnya (sebab-musabab, duduk perkaranya, dsb); (2) Man penguraian suatu pokok atas berbagai bagiannya dan penelaahan bagian itu sendiri serta hubungan antarbagian untuk memperoleh pengertian yg tepat dan pemahaman arti keseluruhan; (3) Kim penyelidikan kimia dng menguraikan sesuatu untuk mengetahui zat bagiannya dsb; (4) penjabaran sesudah dikaji sebaik-baiknya.

Menurut Tesaurus Bahasa Indonesia (2008)
analisis n 1 pengurangan, penjabaran; 2 kajian,kupasan, penyelidikan, studi, telaah,tilikan, ulasan, uraian;
menganalisis v membedah, menasyrihkan,menelaah, mengkaji, mengupas, menguraikan, menilik, menjabarkan, menyelidiki, menyelisik, menyidik, menyigi(ki); penganalisis n pemeriksa, peneliti, pengkaji,penilai, penyelidik, penyidik analitis a investigatif, logis, mendalam, sistematis, subtil, tajam, tersusun.

hipotesis n andaian, anggapan, asumsi, dugaan, postulat, premis, presumsi, proposisi, spekulasi,
teori, tesis, usul.

diagnosis n analisis, pemeriksaan, penelitian, penentuan

Menurut Jones (2007)
analisis [analysis] < Eng analysis (< Gk) (var. analisa)
analitik ? analitis
analitikal [analytical] < Eng analytical (f Gk)
analitis [analytic] < Du analytisch (var. analitik)

Menurut Partridge (2006)
Gr analuein, to unloose (cf the prefix ana-, on, up), hence to resolve into elements,has derivative n analusis, ML analysis, E analysis; its adj analutikos becomes LL analyticus, EF-F analytique and E analytic. ML analysis becomes EF-F analyse, whence the EF-F v analyser, whence ‘to analyse, -lyze’; whence also the late EF-F analyste, E analyst.

Gr hupotithenai has also the n hupothesis, a supposition, a foundation for argument, with adj hupothetikos: LL hypothesis, hypotheticus: perh via EF-F hypothèse and MF-F hypothétique: E hypothesis, hypothetic—often in extn hypothetical.

‘To diagnose’ is a b/f of diagnosis, from Gr diagnosis, from diagignoskein, to distinguish, lit to know dia, through. Derivative Gr diagnostikos, able to distinguish, yields diagnostic, adj (hence n), whence diagnostician: cf technician from technic.

Menurut Pedoman Umum Pembentukan Istilah (2007)
kata dengan sufiks atau akhiran -lyse (dalam Bahasa Belanda) dan -lysis (dalam bahasa Inggris) diserap ke dalam bahasa Indonesia menjadi -sis, dan bukan -sa.

-lyse (Belanda), -lysis (Inggris) menjadi -lisis
Analyse, analysis analisis
Paralyse, paralysis paralisis

Sedangkan kata Hipotesis berasal dari bahasa Yunani: hypo = di bawah; thesis = pendirian, pendapat yang ditegakkan, kepastian. Artinya, hipotesa merupakan sebuah istilah ilmiah yang digunakan dalam rangka kegiatan ilmiah yang mengikuti kaidah-kaidah berfikir biasa, secara sadar, teliti, dan terarah.

Kesimpulan
1. Pusat Bahasa Departemen Pendidikan Nasional hanya mengakui penggunaan kata Analisis, Hipotesis dan Diagnosis,
2. Penggunaan kata Analisa, Hipotesa dan Diagnosa merupakan varian yang semestinya kita hindari sebab dasar rujukan pedoman penulisannya tidak ada,
3. Para penulis, peneliti terutama guru dan dosen alangkah lebih baiknya menganjurkan penggunaan kata Analisis, Hipotesis dan Diagnosis dalam penulisan skripsi, tesis dan disertasi.

Berikut tiga pedoman umum Bahasa Indonesia yang bisa Anda unduh.
Pedoman Umum Ejaan Bahasa Indonesia yang Disempurnakan
Pedoman Umum Pembentukan Istilah
Tesaurus Bahasa Indonesia



Referensi
Jones, Russell. 2007. Loan-Words in Indonesian and Malay, Compiled by the Indonesian etymological project. Leiden : KITLV Press.

Partridgea, Erick. 2006. Short Etymological Dictionary of Modern English. London: Routledge.

Pusat Bahasa Departemen Pendidikan Nasional. 2000. Pedoman Umum Ejaan Bahasa Indonesia yang Disempurnakan. Jakarta: Panitia Pengembangan Bahasa Indonesia.

Pusat Bahasa Departemen Pendidikan Nasional.2007. Pedoman Umum Pembentukan Istilah. Jakarta: Panitia Pengembangan Bahasa Indonesia.

Pusat Bahasa Departemen Pendidikan Nasional. 2008. Tesaurus Bahasa Indonesia. Jakarta: Panitia Pengembangan Bahasa Indonesia.

Sneddon, James. 2003. The Indonesian Language, Its History and Role in Modern Society. Sydney: UNSW.

Demikianlah pembahasan kita kali ini. Semoga bermanfaat. Amien.