CHAPTER I.doc

INTRODUCTION TO LINGUISTICS
An analysis of verb usage in student academic writing on
“THE USE OF DESCRIBING PICTURES IN TEACHING SPEAKING TO THE
SEVENTH GRADE STUDENTS OF MTs. AL MUAWWANAH JUNIOR HIGH
SCHOOL IN SIDOARJO”
By:
1.Selamet Abidin (16882030 63)
2. M. Ulil Aydiy (1688203055)
3. Regina P. Dwi (1688203061)
4. Roviqul Halim (1688203062)
Sekolah Tinggi Ilmu Pengetahuan dan Keguruan
(STKIP) PGRI Sidoarjo
ENGLISH EDUCATION STUDY PROGRAM
2017

PREFACE
First at all give thanks for God’s love and grace for us, and that we
were given the opportunity to be able to compile a working paper entitle
“ An analysis of noun usage in student academic writing on ” is properly
and correctly, and on time.
The purpose in writing this paper is to fulfill the assignment that
given by Mr. Yulianto Sabat M.pd., as lecturer in Linguistics major. The
writer also thanks to him for all guidance to complete it.
In arranging this paper, the writer truly get lots challenges and
obstructions could passed. Writer also realized there are still many mistakes
in process of writing this paper. Because of that, the writer says thank you
to all individuals who helps in the process of writing this paper.
The writer realized that this paper still imperfect in arrangement and
the content. Then the writer hope the criticism from the readers can help
the writer in perfecting the text paper can helps the readers to gain more
knowledge about Noun usage.
Sidoarjo, August 25th
, 2017
Author

INTRODUCTION
In the era of globalization as nowadays humans are required to master language
skills, especially foreign languages. English is one of the languages spoken
internationally as a means of communicating between countries, so it must be mastered
by language learners. English is the main language that more or less dominates all
aspects of international communication. English is spoken in the rest of the world more
than any other language and by more people than any other language (Kachru 1985: 75).
To learn the language, learners must have language skills. According to Nida (1957:
219) and Haris (1977: 29) via Selviana (2002), language skills have four components:
listening skill, speaking skill, reading skill, and writing skills (Writing skills). Each of
these skills is related to each other.
In this study, the author discusses aspects of writing ability. Writing is a
language skill used to communicate indirectly, and writing is the most difficult activity
of the learner and most difficult to teach by the teacher (Alwasilah, 1999). In writing,
one must be skilled in building ideas and ideas on each paragraph well and skillfully
utilize and use graphology, language structure and vocabulary. According to Allen and
Campbell (1972), one must be able to form ideas, organize them in an organized
discourse effectively and express them well in accordance with grammar, diction, and
acceptable syntax. By that katena, grammatical aspects in writing cannot be eliminated.
Students as educated people have the greatest opportunity to learn the use of
sentences. This has the consequence that they must be able to use the correct language
in a variety of formal, written and oral interests. This is natural because without the
correct sentence the ideas and thoughts that will be submitted to the reader can be
misinterpreted.
One of the important things in this analysis is the change of words.
To produce a morphological formation that has a new shape and meaning
required a certain process called the morphological process. O 'Grady (1997: 138-144)
divides word formation into affixation, cliticization, internal change, suppletion, stress
and tone placement, reduplication, and compounding. As Fromkin (1998: 83) points out,
"According to Frank (1997: 80)," the term compound means consisting of two or more
independent elements that have been joined together Together with Frank, Weber (1985:
54) suggests that "the compound word is a combination of two or more words which
functions as a single word." The two definitions above can be concluded that the

compound word is a merger Two or more words make up a larger unit and serve as a
single word. Fromkin (1998: 83), "Spelling does not tell us what the sequence of words
constitutes a compound.”
In determining the type of compound words often can be seen from the type of
word class on the second morpheme or The most recent morpheme, as Fromkin (1998:
83) puts it, "In many cases, the final word will be the grammatical category of the
compound."

CHAPTER I THEORY
The theory of Noun and Verb
The understanding of Nouns
A noun is a word describing who or what in a sentence -it can be a person, place
or thing. Remember, a “thing” can be anything-an animal, a device, a point, an object,
an event, and so on. A noun is usually an essential part of any basic sentence. It’s
typically who or what the sentence is about, but other nouns are often also included in
longer or more complex sentences.
Kinds of Nouns
A noun is a word that names a person, place, thing, or idea. Examples include actor,
building, ticket, and delight.
A common noun is a general name for a person, place, thing, or idea.
A proper noun is the name of a particular one. Example, theater is a common noun;
Palace Theater is a proper noun. Only proper nouns need to be capitalized.
A concrete noun is names a thing that can seen, heard, smelled, tasted, or touched.
An abstract noun is names an idea, feeling, quality, or characteristic. For example,
script and villain are concrete nouns, while excitement and dishonesty are abstract
Nouns.
A collective noun is a word that names a group of people or things, such as crew.
Singular and Plural Nouns
A singular noun names one person, place, thing, or idea.
A plural noun names more than one person, place, thing, or idea.
For example:
One student had an interesting suggestion. (Singular nouns)
Several students had interesting suggestions. (Plural nouns)

The rulers of changing Singular to Plural noun
Singular Rule Singular
lamp, table Add –s to most nouns lamps, tables
inch, fox Add -es to nouns ending in s, sh, ch, x, or z. inches, foxes
radio, stereo Add -s to most nouns that end in o. radios, stereos
echo, hero Add -es to a few nouns that end in o. echoes, heroes
melody, fly
monkey,
day
Change the y to an i and add -es to most
Nouns ending in y. If a vowel comes before the
y, add -s.
melodies, flies
monkeys, days
thief, half
roof, cuff
Change the f to a v and add -es to most nouns
that end in f or fe.
Add -s to a few nouns that end in f or fe
thieves, halves
roofs, cuffs
corn, tuna Some nouns keep the same spelling. corn, tuna
woman,
foot
The plural forms of some nouns are irregular. women, feet
Possessive Nouns
The possessive form of a noun shows ownership or relationship. Use an apostrophe and
-s to show possession.
For example, wren’s nest (ownership) ; Mom’s friend (relationship).
You may use possessive nouns in place of longer phrases.
Everybody met at the front gate of the museum.
Everybody met at the museum’s front gate.
Compound Nouns
A compound noun is made up of two or more words used together as a single noun.
You might see compound nouns written in one of three ways:
One single word = rooftop

Two or more separate words = window shade
A hyphenated word = brother-in-law
The following chart shows the usual ways to form the plurals of compound nouns.
Singular Ruler Plural
One word Townhouse Add -s to most words
Mailbox Add -es to words that
end in ch, sh, s, or x.
townhouses
mailboxes
Two or
more
words or
hyphenated
words
wind chime Make the main noun
plural.
straw in the wind The main noun is the
Noun
Eight-year-old that is modified.
lady-in-waiting
wind chimes
straws in the
wind
eight-year-olds
ladies-in-
waiting
Nouns and Their Jobs
In sentences, nouns have different jobs.
*As the subject, a noun tells who or what the sentence is about.
Brian is getting ready for a baseball game. His team is in first place.
*As the complement, a noun completes the meaning of the verb.
My sister is the captain.
*As the object of the preposition.
My uncle ran in the marathon. He competed for the trophy.
Verbs
A verb is a word used in a sentence to explain what a noun—a person, place, or thing—
is doing or to explain what’s being done to a noun. It’s usually an action word, but a
verb or set of verbs can also explain an emotional/physiological response or action, (like
“feel”) or a mental action or state,(like “think”) or a state of being, which may not
typically be noticed or seen by others.
For instance, the word “exist” x is a verb that can be used to explain what a person,
place, or thing is doing even though such a word might not automatically come to mind

when trying to think of a true action word. However, “exist” can be used to explain the
state of being of a noun or noun phrase—even though it’s not necessarily an obvious or
observable action.
What about the verb “mad?”-Is it always apparent when someone is mad? (And that
could apply to both meanings of the verb “mad.” xi) Yet, “mad” is a commonly used
verb, but it’s not truly an action word. It’s more of a state of being or state of mind or
emotion type of word. The verb “mad” is typically paired with some form of the verb
“be.” For instance: “Gary was always mad at Katrina.” or “I am mad at you.”
Therefore, even though verbs may not always be apparent action words, a verb of some
sort (or set of verbs) is usually an essential element in any basic sentence. So, when in
doubt about whether or not a word is a verb, check its meaning; usually, dictionaries list
a word’s part of speech next to it. (Several online dictionaries are available, too, such
as webster.com and dictionary.com.)
Verb Forms
Five factors come into play when determining what form a verb should take in a
sentence: person, number, voice, mood, and tense. These are known as verb properties.
Person Verbs are in the same person as the subject or noun/noun phrase
Examples:
I am planning to go to the museum. (First Person)
You are planning to go to the museum as well. (Second Person)
Jeffrey is planning to go with us to the museum. (Third Person)
Number Verb forms match subject numbers/quantities.
Examples:
The trip to Rome was planned in advance.
The trips to Rome were planned in advance.
Voice Verbs explain either what a noun is doing or what’s being done
to a noun—active voice versus passive voice. Verb forms change
Accordingly.
Example
Selma ate all of the raspberries. (Active Voice)
All of the raspberries were eaten by Selma. (Passive Voice)
Mood Verb forms are sentence-type appropriate.

Examples:
Listen!
Has he shopped at that store before?
I wish I had won the lottery last night.
If I knew how to tell him, I would.
Tense Verbs indicate past, present, and future tense.
Examples:
I do study.
I did practice yesterday.
I have done that once before myself.
Verb Expansion
Writers frequently use a combination of verbs, auxiliary or helping verbs. One or more
of these words are used before the main verb in a sentence to alter a verb’s meaning to
better fit the context of the intended
Primary Auxiliary words include:
Forms of “be” be, am, is, are, was, were, been, being
Forms of “have” have, has, had
Modals can, could, may, might, will, would, shall, should,
must, ought to
Special auxiliary, “do” do, does, did
Proper tense and subject–verb agreement usage are crucial for conveying a writer’s
intended message. Therefore, it’s not just about understanding verb sand/or groups of
verbs that work together to form a verb phrase in a sentence (as demonstrated in the
examples above), but more importantly, it’s about determining when to use a certain
form of a verb(s) dependent upon the subject or noun/noun phrase of a sentence.
Similarly, the beauty of music isn’t simply determined by its individual music notes, but
what form they take and how the notes are put together and arranged to deliver a
musician’s overall message. When music is composed in a logical and meaningful way,
it is understood and felt by listeners.
Overall, when selecting a verb(s) and determining its form, first, ask yourself a couple
of questions: “Who or what is my sentence about?” and “What is the subject (person,
place, or thing) of my sentence doing or trying to do, when and under what
conditions/circumstances? Second, think about your overall intended message in the

essay, manuscript or report you’re writing, and make sure your verb(s) works to
enhance that message on the sentence level.(For more information on choosing words,
see the Word Choice section in this handbook.)
Showing versus
Telling Showing versus telling – You might remember in elementary school (depending
on where you attended), your teacher asking you and your classmates to bring
something in for a Show and Tell assignment. Kids would bring in to school a pet turtle
or something else to show the class, and then they’d tell a story about it.
The words Noun Changed to Verb
In linguistic the way to change a word to another word but different classification is
called derivative. Derivative is a word or thing that has been developed or produced
from another word or thing: Happiness’s a derivative of happy‘. (OXFORD Advanced
Learner‘s Dictionary of Current English).
Derivational Affixes
Affixes, include prefixes and suffixes, are bound morphemes. Morphemes are the
smallest linguistic unit of a language with semantic meaning. Bound morphemes, unlike
free morphemes, cannot stand alone but must attach to another morpheme such as a
word. For example, the following two lists provide examples of some common prefixes
and suffixes with definitions in English:
A prefix- is a group of letters added before a word or base to alter its meaning and form
a new word. In contrast, a suffix is a group of letters added after a word or base. List of
Prefix
Adding “a” Means ( without, not )
Adding “co” Means (together)
Adding “de” Means (opposite, negative, removal, separation)
Adding “dis” Means (opposite, negative)
Adding “en” Means (cause to be)
Adding “ex” Means (former, previous, from)
Adding “in” Means (negative, not)
Adding “non” Means (absence, not)
Adding “re” Means (again, repeatedly)
Adding ” un” Means (negative, not, opposite, reversal)

A prefix (write → re-write; lord → over-lord) will rarely change syntactic
category in English. The inflectional prefix un- applies to adjectives (healthy →
unhealthy) and some verbs (do → undo), but rarely to nouns. A few exceptions are the
derivational prefixes en- and be-. En- (em- before labials) is usually used as a transitive
marker on verbs, but can also be applied to adjectives and nouns to form transitive verbs:
circle (verb) → encircle (verb); but rich (adj) → enrich (verb), large (adj) → enlarge
(verb), rapture (noun) → enrapture (verb), slave (noun) → enslave (verb).
Suffixes:
A derivational suffix usually applies to words of one syntactic category and changes
them into words of another syntactic category. For example, the English derivational
suffix -ly changes adjectives into adverbs (slow → slowly).
List of suffixes
-able –for (sense of being)
-er – for (agent)
-ful – for (characterized by)
-fy – for (make, become, cause to be)
-ism – for (action or practice, state or condition)
-less – for (lack of)
-ly – for( like)
-ology –for (study, science)
-ship – for (condition, character, skill)
-y – for characterized by, (inclination, condition)
Examples
Verb-to-noun (abstract): -ance (deliver → deliverance)
(Concrete): -er (write → writer)

CHAPTER II ANALYSIS
INTRODUCTION
Background of Study Speaking is a crucial part of foreign language in learning and
teaching. Although it is important, for many years, teaching speaking has been under
evaluated and English language teachers have continued to teach speaking just as a
repetition of drills or memorization of dialogues. However, today's world requires that
the goal of teaching Speaking should improve students' communicative skills, because,
only in that way, Students can express themselves and learn how to follow the social
and cultural rules in their society. In Oxford Advanced Dictionary, the definition of
speaking is to express or to communicate opinions, feelings, ideas, etc, by or as talking
and it involves the activities in the part of the speaker as psychological, physiological
(articulator) and physical (acoustic) stages.( Oxford Advanced Dictionary, 2001: 13).
From definition above speaking is one of important skill besides four other skills.
Teaching Speaking is very important for the students to improve their knowledge and
communicative skill. According to Chaney, speaking is .the process of building and
sharing meaning through the use of verbal and non-verbal symbols, in a variety of
contexts. (Chaney, A., & Burke, T. (1998: 13). Oral Teaching of Communication in
Grades 3 (Boston: Allyn and Bacon). While another expert, Theodore Huebner said
“Language is essentially speech, and speech is basically communication by sounds”.
According to him, speaking is a skill used by someone in daily life communication
whether at school or outside. The skill is acquired by much repetition; it primarily a
neuromuscular and not an intellectual process. It consists of competence in sending and
receiving messages (Huebner, Audio Visual Technique in Teaching Foreign Language,
1990: 5). From the above definition, it can be inferred that speaking is expressing ideas,
opinions, or feelings to others by using words or sounds of articulation in order to
inform, to persuade, and to entertain that can be learn by using some teaching learning
activities.
In learning speaking, the students often find some problems. The problem
frequently found is that their native language causes them difficult to use the foreign
language. Other reason is because lack of motivation to practice the second language,
especially English in conversation. They are also too shy and afraid to take part in the

conversation. Many factors can cause the problem of the students. Interesting about the
material, and the media among others including the technique in teaching English is the
first can be motivated the students to learn English and many techniques can be applied
to teach them including describing pictures.
Picture, one of the visual aids, is every type of pictorial presentation (Huebner,
1990:38). It can be formed as the art of painting or a representation of anything. Pictures
are good visual aid in teaching learning in the classroom. Pictures can help students to
recognize the various elements of a pictorial representation on the basis of his
knowledge and their past experiences because it can give the illustration and
interpretation (Huebner, 1990-37). As a media pictures can help the teacher to make the
students interest and enjoy learning especially English. Moreover, pictures can present
the real situation (Kidler, 1992: 1). It means that by using picture, the students can
imagine the abstract to be real situation.
Describing Picture represents or gives an account of words for a picture, so a picture has
many of words to analyze, and each word can make a new sentence. For this activity
students can form groups and each group are given a different picture. Students discuss
the picture with their groups, and then one of the students represents the group to
describe the picture to the whole class. This activity arise the creativity and imagination
of the learners as well as their speaking skill.
The word which is bold in the sentence above is not suitable whit the subject according
the theory Heather Mac Fadyen, “The Parts of Speech: What is auxiliary verb?” The
Writing Centre: Hyper Grammar, University of Ottawa.p.156 said that was only
Singular Noun is using the Auxiliary “is“and “are” using for plural noun. In this
sentence ” For this activity students can form groups and each group are given a
different picture.
It should be “For this activity students can form groups and each group Is given a
different picture. By using describing pictures to teach and to students, it is expected
that the students can increase their speaking to teach here as verb and to the student as
noun.
When the researcher got Practical Teaching Field in the Mts Al Muawanah Junior High
School, exactly in the seventh class, he found that most of the students ashamed and
afraid to speak English but they were enthusiasm to learn about English. From the
background of the study, the researcher makes a research with the title the use of

Describing Pictures in Teaching Speaking to The Seventh grade Students of Mts A1
muawanah Junior High School in Sidoarjo.
Statements of the problem Based on the background of the thesis, the statements of the
problem as follows:
a. How are the describing pictures used in teaching Speaking to the seventh grade
students of Junior High School?
b. How is the students’ speaking progress after implementing describing pictures
in teaching?
1.3. Objective of Study
Relating to the statements of the problem, the objectives of the study are followed: 1. to
describe teaching speaking, using describing pictures in the seventh grade
students of Junior High School.
2. To describe students’ speaking progress after implementing describing pictures
in teaching speaking to the seventh grade of Junior High School.
1.4. Significance of the study
By conducting this study, the researcher hopes this study will help both teacher and the
students in the teaching learning process.
For the teachers
This study will be hope hilly very useful to give contribution to teaching speaking at
junior high school. Describing pictures can be used as media in teaching speaking to the
junior high school students. By using pictures describing in teaching speaking, the
researcher expects that the teacher will make the students be more interested in studying
speaking.
For the students:
By using describing pictures to teach and to the students, it is expected that the students
can increase their speaking. Moreover, describing pictures can also be used to stimulate
the students’ imagination and to motivate them in learning English.
1.5. Scope and Limitation

The scope of this study is English teaching learning especially in teaching speaking by
using describing pictures. It is limited to the seventh grade students, exactly in 7, 8 class
consist of 37 students of MTs Al Muawanah Sidoarjo.
1.6. Assumption of the Study
The Describing pictures can be applied in teaching speaking.
1.7. Definition of Key Terms
This is following of key terms. It is hoped that the readers will have some interpretation
in understanding this study. Those terms are:
a. Describing pictures is to represent or give an account of in words for a picture
describing pictures is one of activity in learning speaking English. In this activity,
students must describe pictures in front of class. Every student gets one picture and
must describe it. The purposes of this activity are to train students’ imagination and
retell story in speaking English. (Webster’s The Largest Abridgment of Webster’s New
International Dictionary of English Language. Webster’s Collage Dictionary. USA:
G&G Merriam. http:l/www.merriam-webster.com/dictionaryldescribe).

CHAPTER III CONCLUSION
3.1. Conclusion
English language is referred to as a universal language. That is the language that
is often used to communicate in different countries. The reason why the english
language is used as an international language it’s because historical factor, order of the
language, and the united kingdom itself has more advanced developing era.English
holds an important role in the life of the global community. Such as industrial fields,
politics, economics, or art and culture. English is spoken in the rest of the world more
than any other language and by more people than any other language (Kachru 1985: 75).
To learn the language, learners must have language skills. According to Nida (1957:
219) and Haris (1977: 29) via Selviana (2002), language skills have four components:
listening skill, speaking skill, reading skill, and writing skills (Writing skills). Each of
these skills is related to each other.
Students as educated people have the greatest opportunity to learn the use of
sentences. This has the consequence that they must be able to use the correct language
in a variety of formal, written and oral interests. This is natural because without the
correct sentence the ideas and thoughts that will be submitted to the reader can be
misinterpreted.
(One of the important things in this analysis is the change of words. But firdt we
must know what are noun and verb.
Once analized we can conclude that outhor more use auxiliary verbs than native verb.
Overall we found one mistake that is error in usage verb
Describing Picture represents or gives an account of words for a picture, so a picture has
many of words to analyze, and each word can make a new sentence. For this activity
students can form groups and each group are given a different picture. Students discuss
the picture with their groups, and then one of the students represents the group to
describe the picture to the whole class. This activity arise the creativity and imagination
of the learners as well as their speaking skill.
The word which is bold in the sentence above is not suitable whit the subject according
the theory Heather Mac Fadyen, “The Parts of Speech: What is auxiliary verb?” The
Writing Centre: Hyper Grammar, University of Ottawa.p.156 said that was only
Singular Noun is using the Auxiliary “is“and “are” using for plural noun. In this

sentence ” For this activity students can form groups and each group are given a
different picture.
It should be “For this activity students can form groups and each group Is given a
different picture. By using describing pictures to teach and to students, it is expected
that the students can increase their speaking to teach here as verb and to the student as
noun.)
3.2. Suggest
We are as the writer want to apology for the shortage of this paper. We know
that this paper is still far from perfect. So that we need the suggest from the reader for
the perfection of this paper. Thank you very much for the reader.

REFERENCES
Martha Koln, Rhetorical Grammar: Grammatical Choices, Rhetorical Effects: Fourth
Edition, New York: Pearson: Person Education, Inc., 2003.

CHAPTER I.doc

More Related Content

Similar to CHAPTER I.doc

Recently uploaded

CHAPTER I.doc