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All Journal Indonesian JELT Linguistik Indonesia
Lanny Hidajat
The English Department, Atma Jaya Catholic University Of Indonesia
Languange, Linguistic, Communication & Media

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A DISTRIBUTED MORPHOLOGY ANALYSIS OF INDONESIAN KE-/-AN VERBS Hidajat, Lanny
Linguistik Indonesia Vol 32, No 1 (2014): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.055 KB) | DOI: 10.26499/li.v32i1.12

Abstract

Indonesian ke-/-an verbs have a complex argument structure. Similarly to Indonesian passive di- verbs, ke-/-an verbs never have an agentive NP in the subject position and their subject NPs must be definite. However, unlike passive di- verbs, these verbs generally cannot be followed by an agentive prepositional phrase. In addition, when ke-/-an verbs have two arguments, the applied argument appears in the subject position instead of the internal one. In this study, the structure of Indonesian ke-/-an verbs is analyzed by using the Distributed Morphology framework (Folli dan Harley, 2002; Kratzer, 1996; Marantz, 1997; among others). Based on the verbs’ distribution and interpretation, this study argues that of ke-/-an verbs are derived by attaching the ke-/-an circumfix, which is an overt representation of a verbalizing head, to the projection ofROOT.
THE CORRELATION BETWEEN PHONOLOGICAL AWARENESS AND WORD LEARNING Teresa Ravenska; Lanny Hidajat
Indonesian JELT Vol 7, No 1 (2011): Indonesian Journal of English Language Teaching Vol. 7 no. 1 May 2011
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (122.188 KB) | DOI: 10.25170/ijelt.v7i1.176

Abstract

This is a preliminary study to investigate the possible relationship between phonological awareness and word learning. The subjects of this study were 18 elementary students in the second grade. The subjects were first given three phonological awareness tests to measure their level of phonological awareness. Based on the results of the phonological awareness tests, the subjects were divided into the high and low phonological awareness groups. Afterwards, the subjects in both groups were taught 10 new words, followed by a vocabulary test to examine their ability in learning the new words. The results of the vocabulary test showed that the high phonological awareness group performed slightly better than the low phonological awareness group. This finding supports the assumption that L2 learners’ ability to learn L2 vocabularies is affected by their phonological awareness. Keyword: Phonological Awareness, Word Learning
Co-Authors Teresa Ravenska