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"Sampai saat ini, kemantapan bahasa Indonesia dalam perkembangannya sebagai sarana komunikasi yang harus digunakan secara baik dan benar oleh setiap insane Indonesia kurang menujukkan keberhasilan. Padahal, bahasa Indonesia sudah diajarkan secara formal di sekolah mulai tingkat yang paling rendah, yaitu Taman Kanak-Kanak maupun secara tidak formal, misalnya melalui media cetak. Di kalangan dosen dan mahasiswa pun masih sering diiumpai kesalahan pemakaian bahasa Indonesia dalam komunikasi lisan maupun tulisan pada interaksi sehari-hari, bahkan dalam forum resmi, seperti: seminar, simposium, sarasehan, dan rapat. Bagaimana dengah bahasa Indonesia yang digunakan oleh mahasiswa Politeknik Universitas dalam menyusun laporan tugas akhir? Sudahkah menggunakan bahasa Indonesia yang baik dan benar. Untuk mengetahui secara pasti, bahasa yang digunakan oleh mahasiswa Politeknik dalam menyusun tugas akhirnya dapat disimak dalam tulisan ini. Tulisan ini merupakan laporan penelitian bahasa tentang analisis kesalahan penggunaan bahasa Indonesia dalam laporan tugas akhir mahasiswa Politeknik Universitas Indonesia. Berdasarkan hasil penelitian, dapat dikemukakan beberapa hal sebagai berikut : 1. Kesalahan pemakaian bahasa Indonesia yang terdapat dalam laporan tugas akhir mahasiswa Politeknik Universitas Indonesia, berupa: a. kesalahan ejaan, meliputi: kesalahan pemakaian tanda baca dan kesalahan penulisan kata; b. kesalahan kalimat, meliputi: kesalahan karena kalimat tidak memiliki kesepadanan struktur, tidak hemat, tidak cermat, tidak paralel, dan tidak logis. 2. Kesalahan pemakaian tanda baca yang masih dominan adalah kesalahan pemakaian tanda titik , tanda koma, tanda titik dua, dan tanda hubung. 3. Kesalahan penulisan kata yang masih dominan adalah kesalahan penulisan kata-kata tertentu yang huruf pertamanya harus ditulis dengan huruf kapital. 4. Kesalahan kalimat yang masih dominan adalah kesalahan kalimat yang disebabkan kalimat tidak memiliki kesepadanan struktur, tidak paralel, dan tidak cermat. Karena kesalahan pemakaian bahasa ternyata masih sering ditemukan, para mahasiswa yang akan atau sedang menyusun laporan tugas akhir hendaknya lebih mencermati pemahamannya terhadap kaidah bahasa. Begitu pula, dosen bahasa Indonesia hendaknya lebih menekankan 'pengajaran pada materi yang masih sering ditemukan kesalahannya."

"Bertutur pada dasarnya menyampaikan informasi, atau dengan kata lain berkata. Berkata adalah mengujarkan atau melaksanakan tindak lokusi. Kegiatan itu mencakup tiga perbuatan yang berbeda: 1. Tindak menghasilkan inskripsi (urutan lambing di dalam suatu media fisik). 2. Tindak menyusun kalimat 3. Tindak mengkontekstualisasi kalimat itu. Konteks menentukan makna ujaran pada tiga tataran yang berbeda di dalam analisi teks. Pertama, konteks dapat menjelaskan kalimat apa yang diujarkan atau apakah kalimat memang telah diujarkan. Kedua, konteks biasanya menjelaskan proposisi apa yang diungkapkan atau apakah proposisi memang diungkapkan. Ketiga Konteks menjelaskan bahwa proposisi yang dimaksud diungkapkan dengan satu macam kekuatan ilokusi. Ketiga kegunaan konteks itu menunjukan bahwa konteks relevan untuk menetukan apa yang dkatakan. Jika kenyataan itu dihubugnkan dengan bahasa Jawa, muncul masalah yang menarik untuk diteliti, yaitu bagaimana berkata itu dilaksanakan dalam bahasa itu. Kita tahu bahwa dalam bahasa itu, ragam bahasa dibedakan secarta demikian eksplisit sehingga konteks sangat menetukan pertuturan."

"ABSTRACT

The focus of this sociolinguistic study is the relationship between social economic status (socionomic status) and the linguistic code, especially the sentence complexity. The purposes of the study are (1) to measure sentence patterns' among groups of speaker socionomic lower-low, upper-low, lower-middle, and upper-middle; (2) to measure the index of sentence complexity based of the average sentence length (ASL), the index of sentence complexity based on average block length (ABL), and the index of sentence based of the average clause depth (ACD) of four socionomic status groups; (3) to measure the variety of sentence complexity among four socionomic status groups; (4) to measure the effect of socionomic status on the sentence complexity; (5) to measure the contributions of each subvariable of socionomic status to the sentence complexity, and; (6) to measure the close relationship between socionomic status and sentence complexity.

This study used two approaches, namely lingustic and sociological approaches. The relationship between socionomic status and sentence complexity was analyzed in terms deficit theory. The subjects of this study were the native speakers of the Minangkabau language in Municipality of Padang. The data were sentences spoken by informants and individual reports about the social, economic, and cultural conditions of the informants. The data were collected by using recording and questionnaire. The data in the form of sentence were analyzed by using the technique of sentence patterns measurement and sentence complexity according to Cook (1979). Data that were collected by using questionnaire were analyzed by using Hollingshead and Redlich's (1958) and Labov's techniques (1966) to measure the socionomic status of the speakers. Sentence complexity variation among the four socionomic status groups was measured by using one-way variant analysis. The effect of socionomic to the sentence complexity and the contributions of each socionomic's subvariables to sentence complexity were measured by using double regresion analysis technique.

The findings of this study include the following.

There is no significant different between sentence patterns and the index of sentence complexity of oral Minangkabau language spoken by lower-low, upper-low, lower-middle, and upper-middle socionomic status speaker. The sentence patterns and sentence complexity do not indicate the socionomic status of its speakers. There is no difference of linguistic codes in sentence complexity among the four socionomic status groups.

There is no significant effect between socionomic and ASL. On other side, socionomic status gives significant effect to ABL and ACD. All socionomic's subvariables (Job, education, and income) do not give significant contribution to ASL. Among the three subvariables of socionomic, it is only the income that gives significant contribution to ABL and ACD. Although the effect of socionomic to ASL is minimal, it indicates positive correlation between the socionomic status and ASL, ABL, and ACD."

"This study aims at describing syntactic behavior of congruence and rection in Arabic by examining the syntactic element attached to them. This study also aims at determining types of congruence and rection in Arabic that have not been revealed so far.

Syntactic element that is involved in the process of congruence and rection is the secondary category such as person, number, gender, definiteness, case, mood, and aspect. Both of congruence and rection focused on relation between constituents in one construction. The two term can be distinguished by looking at the category involved.

Congruence focuses on the relation between constituents in one construction that is marked by the appearance of the same category, for example, the category of person, number, and gender play an important role in the relation between a subject and its verbal predicate, while rection focuses on relation that is marked by the appearance of a certain category resulted from the relation between one constituent and another constituent, for example, accusative case in the objective function is a result of relation between an object and its predicate.

This study concludes that in Arabic, congruence and rection can be found at the clause and phrase level."

"While it has become trite to comment on the forces of global change,globalization is not simply about economy,technology or culture...."

"Karya proyek ini bertujuan merancang skema penilaian performansi untuk kelas Talking English tingkat dasar di ILP. Skema dirancang dengan menggunakan langkah penyusunan yang dikemukakan oleh Mertler (2001). Langkah itu terdiri atas penentuan tujuan pembuatan skema penilaian, penentuan objek penilaian, penentuan bentuk skema, penentuan kriteria, skala dan deskripsi naratif, percobaan skema dan diakhiri dengan penyempurnaan skema penilaian. Penyusunan kriteria di dalam skema ini diformulasikan berdasarkan konsep kemampuan bahasa komunikatif (Communicative Language Ability/ CLA) yang dikemukakan oleh Lyle Bachman (1990). Berdasarkan formulasi penyusunan itu diperoleh suatu bentuk skema penilaian deskriptif dengan metode check list yang digunakan untuk penilaian yang dilakukan secara berkelanjutan.

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The aim of this project work is to design a marking scheme that will be used in assessing the performance of the students in Talking English Basic class in ILP. The scheme was designed using the stages proposed by Mertler (2001). The stages start with the process of deciding the aim of marking scheme creation in order to acknowledge the importance of the proposed scheme. It is then continued with the process of deciding the object of the assessment, the type, criteria, scale and performance description of the scheme. The steps end with the testing of the scheme. The tested scheme is improved through discussion of the results of the testing. The criteria of the scheme are formulated based on the concept of Communicative Language Ability as proposed by Bachman (1990). Based on the formulation, the writer has created a descriptive marking scheme, which can be used to assess students? daily performance through the use of checklist method."

"This is a morphophonemic analysis on Nias,an Austronesian language spoken by the about 700.000 people.Most of them live on the island of Nias.Morphophonemic process in the vocalic language accurs in nouns and verbs...."

"Globalisasi berdamoak semakin terbukanya hubungan antar bangsa di segala bidang , terlebih lagi dengan kemajuan teknologi informasi dan komunikasi. Berkembangnya ranah internasional di era global menuntut penggunaan bahasa untuk komunikasi global...."

"As a kalam Allah revealed to the last prophet of all time, not only the Koran is sacred from the lack and error, but also hoptsik and aesthetic. The conthens of the Quran contains the stories that give a very high wisdom score, a comprehensive history of the various sides of human life, an amazing gesture nature and the latest proven technology, and the universal values of human life. To transfer the values. God choses an energetic media and aesthetic, that is the language with asalib al kalimat (said the force) is very dynamic. Dynamics of expression of style that makes each language has a depht Quran meaning that seems endless. One of the beautiful language of the Quran is iltifat , which recalled the style change from the patterns of dialogical patterns informative or otherwise. According to the students of knowledge of the Quran ('Ulum al Quran), the language changes or iltifat ussually occur through six patterns, ie patterns of change in the form of words numbers, pronouns, vocabulary, tools, and patterns of change of the verb to a noun or vice versa. Ilfifat is one of the concepts of language beauty that the Quran comes from the owner of all beauty."