Sore itu di Cikarang
Hembusan angin senja mengirimkan kabar bahwa matahari telah siap untuk berlalu meninggalkan cerita yang cenderung kelabu di hari cerah bertabur debu. Di ufuk barat nampak sang matahari kelelahan bersinar walau di siang hari amat bercahaya mengundang dahaga namun di sore itu hanya memancarkan merah jingganya. Burung dara milik Pak Haji mulai berdatangan dari langit setelah seharian menabur kisah di belantara Cikarang yang penuh dengan peluh para buruh pabrik. Induk ayam memanggil anak-anaknya untuk bersiap-siap ke peraduan. Sore itu kian hening manakala satu persatu besi beroda menderu-deru dan berlomba-lomba mencapai anjungan yang menyediakan kedamaian. Pak Haji pemilik apartemen dengan napas yang sedikit tersengal tergesa melajukan kedua kakinya menuju istana para Syuhada. Kerena tiada lama berselang, kudengar lengkingan ajakan untuk melaporkan sore itu kepada yang Maha Besar. Sore itu begitu syahdu diantara merah sendu, semilir angin pilu, dan hati yang kian merindu.
(Cikarang, 6pm, July 28, 2009)
Meski malam telah pekat namun belum juga ada mimpi yang sudi singgah dalam tidur kali ini. Kucoba hamparkan pandangan dengan khidmat ke arah Rabb ku. Kucoba gumamkan semua perkataanNya. Kusimpuhkan hatiku menanti embun kedamaian dariNya. Ku tunggu ya Rabb…. belaianMu.. buaianMu… dekapanMu… saat ruh ku melayang dari jasadku… … dan bangunkanlah aku tatkala sang fajar datang menghampiri….
(cikarang, 00.52am, July 24, 2009)
Aku adalah burung pipit yang terbang entah kemari. Menyaksikan dunia dalam sebuah kantung kecil. Aku adalah Elang yang bermata tajam. Menganalisa dunia dari balik tirainya yang menyelubungi. Aku adalah merpati yang tahu langkah ke peraduan. Mengembara jauh kesana tiada perlu cerita Hans-Gretel. Aku laksana burung hantu yang melayang di malam hari. Menyibak rahasia hati di hari yang gelap dan sunyi. Aku laksana belibis yang bermigrasi dalam kebersamaan. Mencari opportunitas dari kelamnya masa yang tereduksi. Aku laksana rajawali yang tegar dan berwibawa. Membawa pedih dan perih dunia untuk melesat, menukik, dan mencengkeram sebuah mimpi dari samudera luas.
(Cikarang, 11.41pm, July 28, 2009)
Malam yang selalu diam membisu mengisyaratkan dinginnya untuk menggodaku agar berada ditempatku menabur bunga mimpi. Ah.. Alangkah indahnya bila kuajak para malaikat bersenda gurau denganku dan berbagi cerita bersamaNya. Melantunkan syairNya bersama mereka. Dalam Mushaf syair yang penuh dengan hikmah. Aku yakin bahwa para malaikat pun kerapkali bersenda gurau berbagi cerita. Berbagi kisah tentang indahnya firdaus. Tiada resah, tiada gelisah. Tiada kecewa, tiada asa. Mungkin juga mereka saling berkisah mengenai Mu. Yang Maha Bijaksana, Maha Pengasih, Maha Penyayang. Aku tahu, mereka pun senang berkelakar mengenaiku yang maha dungu, maha pengecut, maha lemah dihadapanMu. Wahai Tuhan, telah ku arungi lautan, ku jelajahi daratan, ku sibak mentari pagi, ku terjang terik siang hari, ku pandu petang termangu, dan ku singkap rembulan malam nan merdu. Namun Engkaulah yang dapat menentukan nilai perjalanan itu.Engkaulah yang dapat menilai tetesan peluh, titik airmata, dan percikan darah untuk masa depan yang bersahaja.
(Cikarang, 00.44am, July 30, 2009)
Jikalau rasa dapat menipu, kuharap diriku buta akan rasa itu. Melayang terhipnotis oleh rasa yang mendayu. Tiada rasionalisasi atas kekuatan yang membuat diri terpaku. Lama terlena dalam basuhan perasaan diri yang semu. Tertipu dan terkesima oleh hampa dunia yang berjibaku. Hati menjadi budak sahaya akan kerdilnya otentisitas manik-manik keindahaan sesaat. Tiada yang kekal. Yang ada hanya kepalsuan belaka dibalut oleh dogma menyesatkan. Namun diriku tak kuasa,aku biarkan diri bergelimang nista. Ku letakkan nurani di dalam comberan yang menyesakkan, hitam legam, dan sempit. Katakan wahai Rabb, dimana cahayaMu saat gelap gulita menerpa tanpa pelita? Ya… Aku bersalah ya Rabb, telah lama kutinggalkan perkarangan firdaus yang selalu membuka gerbangnya untukku. Terlalu lama ku abaikan catatanMu karena analisaku yang picik.
(Cikarang, 00.10am, August 1, 2009)
Jumat, 31 Juli 2009
Translation II
Translation II
In translation procedures, they may involve essentially adding structural or lexical elements to those present in the SL or substracting from them; eliminating elements that are obligatory in the SL but unnecessary in the TL or with no counterpart there, and where disparity between the two media goes beyond language patterns, adapting the content of the message so that the TL text will come as close as possible to the intent of the SL text and create a similar impact. …
a.Saya ….. …. guru
I am a teacher (adding)
b.Saya kembali ke rumah
I returned …. Home (substracting)
c.Paul is a bookworm
Paul … … kutubuku (substracting +adapting)
d.….. perlu diketahui bahwa ….
It is necessary to know that …… (adding+adaptimg)
Translation in a very broad sense of the term can be listed in terms of different levels of complexity (Pinchuck, 1977:88). The procedures can be in the form of:
1.Transcription
This means rendering the sounds of an SL into a TL form, e.g.
Indonesian English
Achmad - Ahmed
Betawi - Batavia
Orang hutan - Orangutan
2.Transliteration
This is the process of rendering the letters of one alphabet into the letters of another with a different alphabetical sistem. For example, from the Russian Cyrillic alphabets into the latin ones or from Arabic into Chinese. No transliteration takes place between Indonesian and English since both use the Latin alphabets.
3.Borrowing
Many types of borrowing are made from one language to another. A procedure often used when the TL has no equivalent for the SL units is to adopt them without change but sometimes with spelling or pronunciation adjustments. Look at the examples below:
Indonesian English
Sampan - sampan
Kampung - kampung
Durian - durian
Sandal - sandal
Kapuk - kapok
English Indonesian
Memo - memo
Atom - atom
NATO - NATO
Astronaut - astronot
Taxi - taxi
4.Literal
This is one-to-one structural and conceptual correspondence. It can include borrowings and word-to-word translation. This presupposes a kind of interlingual synonymy. Look at the examples below:
Indonesian English
a). 5 buku - 5 books
Mary telah datang - Mary has come
John sedang menyanyi - John is singing
b). opelet - jitney
kepinding - bedbug
limas - pyramid
garuk - scratch
keok - defeated
pari - nymph
5. Transposition
This is one of the most common procedure used in translation. It involves replacing a grammatical structure in the SL with one of a different type in the TL in order to achieve the same effect .
a.Perlu diketahui bahwa menulis modul itu memakan waktu (passive/Indo.)
You should know that module writing takes time. (active/English)
b.I would have come if Ihad known. (Eng.)
Saya tentu datang bila saya tahu. (Sayang sekali saya tidak tahu maka saya tidak datang)
6.Modulation
Modulation and transposition are the two main processes in translation. Modulation entails a change in lexical elements, a shift in the point of view. Transposition and modulation may take place at the same time.
Examples:
a.Time is money (SL)
Waktu itu sangat berharga (TL)
b.When I told him I won a prize at a lottery he called me a lucky dog (SL)
Sewaktu kukatakan kepadanya bahwa aku menang lotere dia menyebutku orang yang beruntung. (TL)
c.I have told him many times not to interfere other people’s business – but being pig-headed he still does. (SL)
Telah kukatakan kepadanya berulang kali untuk tidak mencampuri urusan orang lain – namun karena keras kepala dia masih saja mencampuri urusan oranglain. (TL)
7.Adaptation
This procedure is used when the others do not suffice. It includes modifying the concept, or using a situation analogous to the SL situation though not identicalto it. An adaptation may at the same time entail modulation and adaptation. It goes beyond languages. You can read Dicken’s The Graet Expectation in its adapted form more easily and understandingly.
In translating from one language into another language transposition and modulation are obviously the most important that should be taken into account by the translator. Normally he should always study the text as a whole before he begins to translate it. After obtaining a picture of the whole he can break it up into its parts. The analysis will move in the opposite direction from the fragments to the whole, from the simpler to the more complex. The smallest unit of equivalence should be determined first. The levels of equivalence is ascending order as follows:
1.Substitution of printed letter for printed letter. For examples from Arabic into Roman, from Japanese into Roman, or from Chinese into Roman.
2.Substitution of morpheme for morpheme. Examples:
Kerja - work
Pekerja - worker
Bekerja - work/works/worked
3.Substitution of word for word. Examples:
Careful - hati-hati
Open - terbuka
University - universitas
4.Substitution of phrase for phrase. Examples:
A careful worker - seorang pekerja yang hati-hati
Open university - universitas terbuka
5.Substitution of sentence for senbtence. Examples:
a.Lala is a careful worker in LG Company
lala seorang pekerja yang hati-hati di perusahaan LG
b.She always works carefully
Dia selalu bekerja dengan hati-hati
6.Substitution of Paragraph for paragraph
7.Substitution of discourse for discourse.
(Cikarang, august 1, 2009)
In translation procedures, they may involve essentially adding structural or lexical elements to those present in the SL or substracting from them; eliminating elements that are obligatory in the SL but unnecessary in the TL or with no counterpart there, and where disparity between the two media goes beyond language patterns, adapting the content of the message so that the TL text will come as close as possible to the intent of the SL text and create a similar impact. …
a.Saya ….. …. guru
I am a teacher (adding)
b.Saya kembali ke rumah
I returned …. Home (substracting)
c.Paul is a bookworm
Paul … … kutubuku (substracting +adapting)
d.….. perlu diketahui bahwa ….
It is necessary to know that …… (adding+adaptimg)
Translation in a very broad sense of the term can be listed in terms of different levels of complexity (Pinchuck, 1977:88). The procedures can be in the form of:
1.Transcription
This means rendering the sounds of an SL into a TL form, e.g.
Indonesian English
Achmad - Ahmed
Betawi - Batavia
Orang hutan - Orangutan
2.Transliteration
This is the process of rendering the letters of one alphabet into the letters of another with a different alphabetical sistem. For example, from the Russian Cyrillic alphabets into the latin ones or from Arabic into Chinese. No transliteration takes place between Indonesian and English since both use the Latin alphabets.
3.Borrowing
Many types of borrowing are made from one language to another. A procedure often used when the TL has no equivalent for the SL units is to adopt them without change but sometimes with spelling or pronunciation adjustments. Look at the examples below:
Indonesian English
Sampan - sampan
Kampung - kampung
Durian - durian
Sandal - sandal
Kapuk - kapok
English Indonesian
Memo - memo
Atom - atom
NATO - NATO
Astronaut - astronot
Taxi - taxi
4.Literal
This is one-to-one structural and conceptual correspondence. It can include borrowings and word-to-word translation. This presupposes a kind of interlingual synonymy. Look at the examples below:
Indonesian English
a). 5 buku - 5 books
Mary telah datang - Mary has come
John sedang menyanyi - John is singing
b). opelet - jitney
kepinding - bedbug
limas - pyramid
garuk - scratch
keok - defeated
pari - nymph
5. Transposition
This is one of the most common procedure used in translation. It involves replacing a grammatical structure in the SL with one of a different type in the TL in order to achieve the same effect .
a.Perlu diketahui bahwa menulis modul itu memakan waktu (passive/Indo.)
You should know that module writing takes time. (active/English)
b.I would have come if Ihad known. (Eng.)
Saya tentu datang bila saya tahu. (Sayang sekali saya tidak tahu maka saya tidak datang)
6.Modulation
Modulation and transposition are the two main processes in translation. Modulation entails a change in lexical elements, a shift in the point of view. Transposition and modulation may take place at the same time.
Examples:
a.Time is money (SL)
Waktu itu sangat berharga (TL)
b.When I told him I won a prize at a lottery he called me a lucky dog (SL)
Sewaktu kukatakan kepadanya bahwa aku menang lotere dia menyebutku orang yang beruntung. (TL)
c.I have told him many times not to interfere other people’s business – but being pig-headed he still does. (SL)
Telah kukatakan kepadanya berulang kali untuk tidak mencampuri urusan orang lain – namun karena keras kepala dia masih saja mencampuri urusan oranglain. (TL)
7.Adaptation
This procedure is used when the others do not suffice. It includes modifying the concept, or using a situation analogous to the SL situation though not identicalto it. An adaptation may at the same time entail modulation and adaptation. It goes beyond languages. You can read Dicken’s The Graet Expectation in its adapted form more easily and understandingly.
In translating from one language into another language transposition and modulation are obviously the most important that should be taken into account by the translator. Normally he should always study the text as a whole before he begins to translate it. After obtaining a picture of the whole he can break it up into its parts. The analysis will move in the opposite direction from the fragments to the whole, from the simpler to the more complex. The smallest unit of equivalence should be determined first. The levels of equivalence is ascending order as follows:
1.Substitution of printed letter for printed letter. For examples from Arabic into Roman, from Japanese into Roman, or from Chinese into Roman.
2.Substitution of morpheme for morpheme. Examples:
Kerja - work
Pekerja - worker
Bekerja - work/works/worked
3.Substitution of word for word. Examples:
Careful - hati-hati
Open - terbuka
University - universitas
4.Substitution of phrase for phrase. Examples:
A careful worker - seorang pekerja yang hati-hati
Open university - universitas terbuka
5.Substitution of sentence for senbtence. Examples:
a.Lala is a careful worker in LG Company
lala seorang pekerja yang hati-hati di perusahaan LG
b.She always works carefully
Dia selalu bekerja dengan hati-hati
6.Substitution of Paragraph for paragraph
7.Substitution of discourse for discourse.
(Cikarang, august 1, 2009)
Senin, 27 Juli 2009
kian hari.....
Kian hari kian terombang-ambing oleh sang waktu yang selalu menipu diri dengan warna-warninya. Hidup dengan warnanya yang terkadang menyilaukan mata. Namun tiada kata berhenti. Tiada kata hentikan langkah yang kadung terangkat menuju ujung pandangan. Biar terik panas surya membakar namun kutetap menderap langkah tanpa lelah. Biar dingin hujan menusuk tapi kutetap khusuk pada impian yang nampak dipelupuk. Biar ia tinggalkan relung hati yang mati suri tetapi kutetap memberi hingga hilang pedih peri. Biar ayahanda menutup mata dalam tidur yang damai namun kutetap meraba ruas demi ruas kehidupan.
Batavian Dictionary
Kamus Bahasa Betawi
Satu hal yang menarik dari bahasa yang satu ini. Setelah sekian lama bertahan di ibukota akhirnya banyak penduduk yang berbahasa ini harus terdegradasi ke daerah pinggiran kota. Meskipun demikian bahasa tersebut masih digunakan oleh para penutur setianya, karena banyak penuturnya mengungsi ke daerah wilayah berbahasa Sunda sehingga terjadilah percampuran kedua bahasa tersebut. Bahkan penutur bahasa Sunda pun akhirnya turut serta menggunakan bahasa tersebut. Sebagaimana kasus yang terjadi di daerah Sukatani, Bekasi.
Bahasa yang di gunakan oleh penduduk asli ibukota tersebut adalah bahasa Betawi. Bahasa betawi bukanlah bahasa asli tanah Jakarta yang awalnya bernama Sunda Kelapa. Sebagaiman di jelaskan oleh Ridwan Saidi (1996:2) Jakarta atau Sunda Kelapa telah dihuni sejak masa Tarumanegara terbukti dengan ditemukannya Prasasti Tugu yang berasal dari abad ke-5 di Kramat Tunggak. Prasasti tersebut menceritakan tentang kenduri besar dengan menyembelih 1000 ekor kerbau karena sebuah bendungan berhasil dibuat. Singkatnya, sebelum Kerajaan Sunda mendirikan pelabuhan Sunda Kelapa pada abad ke-12, di Kalapa sudah ada penduduk asli. Pada masa Keraton Jayakarta, warga Keraton berbicara bahasa Sunda kepada seluruh penghuni keraton dan berbahasa Indonesia (melayu) kepada orang luar keraton. Sehingga dapat dikatakan bahwa bahasa Betawi merupakan percampuran antara bahasa Sunda dan Melayu-Polinesia. Dikemukakan oleh pakar Linguistik Melayu Prof. Dr. Nathofer dari Universitas Frankfurt yang mengatakan bahwa dialek melayu yang di pakai masyarakat Jakarta, Bangka, Palembang, Pontianak, dan beberapa daerah lainnya berasal dari bahasa Melayu Polinesia.
Hasil Studi Masyarakat Jakarta yang Kali Besar Sentris adalah setelah Pieterszon Coen 1619 berhasil menaklukkan Jayakarta, seluruh penduduk diusir, lantas budak-budak didatangkan, dan budak inilah yang kemudian menjadi cikal bakal orang Betawi, dan kata “Betawi” merupakan transliterasi Arab dari Batavia. Konon, orang Jakarta itu “suku” yang masih muda. Sulit dibayangkan Jakarta yang dulu bernama Batavia dan sempat berubah nama menjadi Wetevreden kini menjadi daerah yang padat dan di huni oleh kurang lebih 12 Juta jiwa padahal di abad ke 19 daerah ini adalah daerah yang hijau dengan areal persawahannya yang luas serta hanya dihuni oleh sekitar 47.000-200.000 jiwa. Nampaknya perkembangan jaman telah memaksa Jakarta menjadi subur oleh pendatang –pendatang opportunis yang berharap meraih kesuksesan di kota ini. Pembangunan besar-besaran membuat rakyat Betawi yang merupakan native di kota Jakarta selama hampir 2 abad harus tersingkir ke daerah pinggiran sehingga kini terdapat istilah Orang Betawi Pinggiran. Namun banyak juga rakyat Betawi yang mampu bertahan di Jakarta terutama mereka yang telah mengenyam pendidikan.
Harkat oarng Betawi mulai mencuat pada saat Alm. H. Benyamin Sueb berhasil mengangkat nama kaum Betawi melaui karya-karya seninya. Besarnya jasa Bang Ben dalam memperkenalkan, melestarikan, dan mengembangkan budaya Betawi tidak dapat terlupakan sehingga ia pantas di anugerahi sebagai salah satu Tokoh Betawi yang paling berpengaruh. Kini di era Gubernur Fauzi Bowo sebagai penerus pemerintahan Mantan Gubernur Sutioso kembali mengangkat budaya yang hampir tersingkirkan dengan meluncurkan Kamu Bahasa Betawi. Peluncuran Kamus Bahasa tersebut memang di rasakan perlu oleh karena banyaknya generasi Betawi muda yang hampir lupa dengan bahasa mereka sendiri. Budaya kebarat-baratan sedikit demi sedikit mengikis budaya Betawi dari diri mereka. Akan tetapi diharapkan peluncuran Kamus tersebut tidak mempersempit Bahasa Indonesia sebagai bahasa ibu, karena tidak tertutup kemungkunan langkah Pemprov DKI tersebut di ikuti oleh Pemprov lainnya sehingga mempersulit posisi Bahasa Pemersatu (Indonesia) yang belum terlalu berkembang bila dibandingkan dengan beberapa bahasa lain.
(Cikarang, July 25, 2009)
Satu hal yang menarik dari bahasa yang satu ini. Setelah sekian lama bertahan di ibukota akhirnya banyak penduduk yang berbahasa ini harus terdegradasi ke daerah pinggiran kota. Meskipun demikian bahasa tersebut masih digunakan oleh para penutur setianya, karena banyak penuturnya mengungsi ke daerah wilayah berbahasa Sunda sehingga terjadilah percampuran kedua bahasa tersebut. Bahkan penutur bahasa Sunda pun akhirnya turut serta menggunakan bahasa tersebut. Sebagaimana kasus yang terjadi di daerah Sukatani, Bekasi.
Bahasa yang di gunakan oleh penduduk asli ibukota tersebut adalah bahasa Betawi. Bahasa betawi bukanlah bahasa asli tanah Jakarta yang awalnya bernama Sunda Kelapa. Sebagaiman di jelaskan oleh Ridwan Saidi (1996:2) Jakarta atau Sunda Kelapa telah dihuni sejak masa Tarumanegara terbukti dengan ditemukannya Prasasti Tugu yang berasal dari abad ke-5 di Kramat Tunggak. Prasasti tersebut menceritakan tentang kenduri besar dengan menyembelih 1000 ekor kerbau karena sebuah bendungan berhasil dibuat. Singkatnya, sebelum Kerajaan Sunda mendirikan pelabuhan Sunda Kelapa pada abad ke-12, di Kalapa sudah ada penduduk asli. Pada masa Keraton Jayakarta, warga Keraton berbicara bahasa Sunda kepada seluruh penghuni keraton dan berbahasa Indonesia (melayu) kepada orang luar keraton. Sehingga dapat dikatakan bahwa bahasa Betawi merupakan percampuran antara bahasa Sunda dan Melayu-Polinesia. Dikemukakan oleh pakar Linguistik Melayu Prof. Dr. Nathofer dari Universitas Frankfurt yang mengatakan bahwa dialek melayu yang di pakai masyarakat Jakarta, Bangka, Palembang, Pontianak, dan beberapa daerah lainnya berasal dari bahasa Melayu Polinesia.
Hasil Studi Masyarakat Jakarta yang Kali Besar Sentris adalah setelah Pieterszon Coen 1619 berhasil menaklukkan Jayakarta, seluruh penduduk diusir, lantas budak-budak didatangkan, dan budak inilah yang kemudian menjadi cikal bakal orang Betawi, dan kata “Betawi” merupakan transliterasi Arab dari Batavia. Konon, orang Jakarta itu “suku” yang masih muda. Sulit dibayangkan Jakarta yang dulu bernama Batavia dan sempat berubah nama menjadi Wetevreden kini menjadi daerah yang padat dan di huni oleh kurang lebih 12 Juta jiwa padahal di abad ke 19 daerah ini adalah daerah yang hijau dengan areal persawahannya yang luas serta hanya dihuni oleh sekitar 47.000-200.000 jiwa. Nampaknya perkembangan jaman telah memaksa Jakarta menjadi subur oleh pendatang –pendatang opportunis yang berharap meraih kesuksesan di kota ini. Pembangunan besar-besaran membuat rakyat Betawi yang merupakan native di kota Jakarta selama hampir 2 abad harus tersingkir ke daerah pinggiran sehingga kini terdapat istilah Orang Betawi Pinggiran. Namun banyak juga rakyat Betawi yang mampu bertahan di Jakarta terutama mereka yang telah mengenyam pendidikan.
Harkat oarng Betawi mulai mencuat pada saat Alm. H. Benyamin Sueb berhasil mengangkat nama kaum Betawi melaui karya-karya seninya. Besarnya jasa Bang Ben dalam memperkenalkan, melestarikan, dan mengembangkan budaya Betawi tidak dapat terlupakan sehingga ia pantas di anugerahi sebagai salah satu Tokoh Betawi yang paling berpengaruh. Kini di era Gubernur Fauzi Bowo sebagai penerus pemerintahan Mantan Gubernur Sutioso kembali mengangkat budaya yang hampir tersingkirkan dengan meluncurkan Kamu Bahasa Betawi. Peluncuran Kamus Bahasa tersebut memang di rasakan perlu oleh karena banyaknya generasi Betawi muda yang hampir lupa dengan bahasa mereka sendiri. Budaya kebarat-baratan sedikit demi sedikit mengikis budaya Betawi dari diri mereka. Akan tetapi diharapkan peluncuran Kamus tersebut tidak mempersempit Bahasa Indonesia sebagai bahasa ibu, karena tidak tertutup kemungkunan langkah Pemprov DKI tersebut di ikuti oleh Pemprov lainnya sehingga mempersulit posisi Bahasa Pemersatu (Indonesia) yang belum terlalu berkembang bila dibandingkan dengan beberapa bahasa lain.
(Cikarang, July 25, 2009)
Translation
Translation
A.Explanation I
Catford (1969:21) divides translation into three distinctive types, namely:
(1)Full translation vs Partial translation
(2)Total vs Restricted translation
(3)Rank of translation
A full translation submits the entire text to the translation process, that is, every part of the SL is replaced by TL text material, e.g.
Indonesia English
-Aku cinta Indonesia = I love Indonesia
-Dia akan pergi ke sana = He will go there
-Mereka tidak membeli apa-apa = They didn’t buy anything
In a partial translation, however, some parts of the SL text are left untranslated. They are simply transferred to and incorporated in the TL text, either because they are regarded as ‘untranslatable’ or for the deliberate purpose of introducing ‘local colour’ into the TL text or even because they are so commonand frequently used that translation is not needed, e.g.
I like hamburger = Saya suka hamburger
Rock Hudson died of aids = Rock Hudson meninggal karena aids
Pesinden itu menyanyikan megatruh dengan = The pesinden sang megatruh sadly
sedihnya
Ibu masak rujak cingur untuk makan siang = Mother cooked rujak cingur for lunch
The distinction between total and restricted translation relates to the levels of language involved in translation. In total translation SL grammar and lexis are replaced by equivalent TL grammar and lexis. This replacement entails the replacement of SL phonology/graphologyby TL phonology/graphology, e.g.
The child has slept for three hours
Anak itu telah tidur selama tiga jam
Restricted translation at the grammatical and lexical levels means, respectively, replacement of SL grammar by equivalent TL grammar, but with no replacement of lexis, and replacement of SL lexis by equivalent TL lexis but with no replacement of grammar, e.g. :
Replacement of grammar:
1. Anak itu / telah tidur/ selama/ tiga jam
= noun det./ aux verb/ prep. / det. Noun (Indonesian)
= det. Noun / aux. verb3 / prep. / det. Noun (English)
2. Pemburu tua itu / membunuh / seekor beruang muda
= noun adj. det / verb / det. Noun adj. (Indonesia)
= det. Adj. noun/ verb2 / det. Noun adj. (English)
Replacement of lexis :
1. Anak itu / telah tidur / selama / tiga jam
= child that / already sleep/ for / three hour
2. Pemburu tua itu / membunuh / seekor beruang muda
= hunter old that / kill / a bear young
The third types of differentiation in translation according to Catford relates to the rank in grammatical hierarchy at which translation equivalent is established. This rank translation can be in the form of :
Word to word translation
Group to group translation
Sentence to sentence translation
Paragraph to paragraph translation
Discourse to discourse translation
B.Explanation II
In his article ‘On Linguistic Aspects of Translation’, Roman Jacobson distinguishes three types of translation (Jacobson, 1959:234)..:
(1)Intralingual translation or rewording. It is an interpretation of verbal signs by means of other signs in the same language, e.g. paraphrasing.
(2)Interlingual translation or translation proper. It is an interpretation of verbal signs by means of some other languages, e.g. the replacement of SL text into the TL equivalent.
(3)Intersemiotic translation or translation. It is an interpretation of verbal signs by means of sign systems, e.g. from verbal art into music, dance, cinema, or painting.
Translation proper (interlingual translation) which describes the process of transfer from SL to TL is in line with the stated specific objectives and should be discussed more deeply.
C.Explanation III
Savory (1969:20-24) categorizes translation proper into four types as follows:
(1)Perfect translation. All purely informative statements, such as are encountered by the traveller or used by the advertiser. For example, at some air terminal there hang noticeboards with the following messages:
IMPORTANT
Please ensure that your baggage is correct before leaving the air terminal
ATTENTION
Messieurs les passangers sout pries de verifier leurs baggages avant de quitter l’aerogarel
PERHATIAN
Silahkan memeriksa barang-barang anda sebelum meninggalkan pelabuhan udara
The three messages are not word for word identically phrased, but all contain advice of identical meaning. You may assure that an Englishman, a Frenchman or an Indonesian takes away exactly the same impressions, and that they all usually react in the same wayand possibly with the same sensations. The message is direct and unemotional and it is made in plain words to which not very intense associations re attached.
(2)Adequate translation (for mere entertainment)
Into this second category fall thye very large number of almost characterless translations made for the general reader who may use them without giving a thought to the fact that what he is reading was not originally written in his own language, for examples English pop novels translated into Indonesian. In the process of translatingfrom English into Indonesian the translator may omit the words, or even whole sentences, which he finds obscure. He can freely paraphrase the original meaning whenever it suits him to do so. There is no reason why this should not be so, as long as the readers want nothing but the story.
(3)Composite translation. This includes the translation of prose into prose, of poetry into poetry. The translator may spend a very long time on his work so that the commercial value of the translation is often neglected. He would only get the intellectual exercises and the keen intellectual pleasure that results from the effect.
e.g. Laki-laki tua dan laut translated by Sapardi Djoko Darmono from The Old Man and The Sea by Ernest Hemingway.
(4) The translated of all learned, scientific and technical matter
Scientific and technical translating has certain characteristics among others.
a.These translations are made solely because of the intrinsic importance of the original work, an importance that is strictly confined to the practical business of living. For example, R.C. Purnett’s Mendelism was translated into Japanese only because the Japanese needed to know the principles of heredity.
b.The translator shall have a reasonable knowledge of the science or technique about which the original was written. This will help the translator maintain accuracy, clearness and precision of the concepts. To translate an English text on desease. You should have a medical background otherwise your translation will be misleading.
We should also include in this fourth category translation work done solely in the interests of trade. Consumer goods can be sold in other countries if they can be persuasively described is the language of the purchasers or at least in English. The work of the translators who perform this service is seldom publicized, seldom appreciated, and seldom criticized. Yet they claim that their work demands accuracy in the choice and precision in the use of words which many other translators might find to be more than they should endure….
(Cikarang, July 24, 2009)
A.Explanation I
Catford (1969:21) divides translation into three distinctive types, namely:
(1)Full translation vs Partial translation
(2)Total vs Restricted translation
(3)Rank of translation
A full translation submits the entire text to the translation process, that is, every part of the SL is replaced by TL text material, e.g.
Indonesia English
-Aku cinta Indonesia = I love Indonesia
-Dia akan pergi ke sana = He will go there
-Mereka tidak membeli apa-apa = They didn’t buy anything
In a partial translation, however, some parts of the SL text are left untranslated. They are simply transferred to and incorporated in the TL text, either because they are regarded as ‘untranslatable’ or for the deliberate purpose of introducing ‘local colour’ into the TL text or even because they are so commonand frequently used that translation is not needed, e.g.
I like hamburger = Saya suka hamburger
Rock Hudson died of aids = Rock Hudson meninggal karena aids
Pesinden itu menyanyikan megatruh dengan = The pesinden sang megatruh sadly
sedihnya
Ibu masak rujak cingur untuk makan siang = Mother cooked rujak cingur for lunch
The distinction between total and restricted translation relates to the levels of language involved in translation. In total translation SL grammar and lexis are replaced by equivalent TL grammar and lexis. This replacement entails the replacement of SL phonology/graphologyby TL phonology/graphology, e.g.
The child has slept for three hours
Anak itu telah tidur selama tiga jam
Restricted translation at the grammatical and lexical levels means, respectively, replacement of SL grammar by equivalent TL grammar, but with no replacement of lexis, and replacement of SL lexis by equivalent TL lexis but with no replacement of grammar, e.g. :
Replacement of grammar:
1. Anak itu / telah tidur/ selama/ tiga jam
= noun det./ aux verb/ prep. / det. Noun (Indonesian)
= det. Noun / aux. verb3 / prep. / det. Noun (English)
2. Pemburu tua itu / membunuh / seekor beruang muda
= noun adj. det / verb / det. Noun adj. (Indonesia)
= det. Adj. noun/ verb2 / det. Noun adj. (English)
Replacement of lexis :
1. Anak itu / telah tidur / selama / tiga jam
= child that / already sleep/ for / three hour
2. Pemburu tua itu / membunuh / seekor beruang muda
= hunter old that / kill / a bear young
The third types of differentiation in translation according to Catford relates to the rank in grammatical hierarchy at which translation equivalent is established. This rank translation can be in the form of :
Word to word translation
Group to group translation
Sentence to sentence translation
Paragraph to paragraph translation
Discourse to discourse translation
B.Explanation II
In his article ‘On Linguistic Aspects of Translation’, Roman Jacobson distinguishes three types of translation (Jacobson, 1959:234)..:
(1)Intralingual translation or rewording. It is an interpretation of verbal signs by means of other signs in the same language, e.g. paraphrasing.
(2)Interlingual translation or translation proper. It is an interpretation of verbal signs by means of some other languages, e.g. the replacement of SL text into the TL equivalent.
(3)Intersemiotic translation or translation. It is an interpretation of verbal signs by means of sign systems, e.g. from verbal art into music, dance, cinema, or painting.
Translation proper (interlingual translation) which describes the process of transfer from SL to TL is in line with the stated specific objectives and should be discussed more deeply.
C.Explanation III
Savory (1969:20-24) categorizes translation proper into four types as follows:
(1)Perfect translation. All purely informative statements, such as are encountered by the traveller or used by the advertiser. For example, at some air terminal there hang noticeboards with the following messages:
IMPORTANT
Please ensure that your baggage is correct before leaving the air terminal
ATTENTION
Messieurs les passangers sout pries de verifier leurs baggages avant de quitter l’aerogarel
PERHATIAN
Silahkan memeriksa barang-barang anda sebelum meninggalkan pelabuhan udara
The three messages are not word for word identically phrased, but all contain advice of identical meaning. You may assure that an Englishman, a Frenchman or an Indonesian takes away exactly the same impressions, and that they all usually react in the same wayand possibly with the same sensations. The message is direct and unemotional and it is made in plain words to which not very intense associations re attached.
(2)Adequate translation (for mere entertainment)
Into this second category fall thye very large number of almost characterless translations made for the general reader who may use them without giving a thought to the fact that what he is reading was not originally written in his own language, for examples English pop novels translated into Indonesian. In the process of translatingfrom English into Indonesian the translator may omit the words, or even whole sentences, which he finds obscure. He can freely paraphrase the original meaning whenever it suits him to do so. There is no reason why this should not be so, as long as the readers want nothing but the story.
(3)Composite translation. This includes the translation of prose into prose, of poetry into poetry. The translator may spend a very long time on his work so that the commercial value of the translation is often neglected. He would only get the intellectual exercises and the keen intellectual pleasure that results from the effect.
e.g. Laki-laki tua dan laut translated by Sapardi Djoko Darmono from The Old Man and The Sea by Ernest Hemingway.
(4) The translated of all learned, scientific and technical matter
Scientific and technical translating has certain characteristics among others.
a.These translations are made solely because of the intrinsic importance of the original work, an importance that is strictly confined to the practical business of living. For example, R.C. Purnett’s Mendelism was translated into Japanese only because the Japanese needed to know the principles of heredity.
b.The translator shall have a reasonable knowledge of the science or technique about which the original was written. This will help the translator maintain accuracy, clearness and precision of the concepts. To translate an English text on desease. You should have a medical background otherwise your translation will be misleading.
We should also include in this fourth category translation work done solely in the interests of trade. Consumer goods can be sold in other countries if they can be persuasively described is the language of the purchasers or at least in English. The work of the translators who perform this service is seldom publicized, seldom appreciated, and seldom criticized. Yet they claim that their work demands accuracy in the choice and precision in the use of words which many other translators might find to be more than they should endure….
(Cikarang, July 24, 2009)
Rabu, 22 Juli 2009
Au revoir
Arti……..
Mencari onggok demi onggok arti yang terselip diantara hilangnya harapan. Kosakata tak mungkin sanggup menterjemahkan irrasionalitas kehidupan yang terkadang gasal. Muram durja, gundah gulana tak berguna mengatasi segala remeh temeh realita dunia. Terus menangis hingga kering airmata hampa dalam keterkungkungan jwa. Wahai bunda, disinikah seharusnya ananda berada? Dalam kesuraman nada dan eksistensi? Bukanlah keluh kesah yang menyelesaikan prahara, ananda pun menduga. Lantas mengapa harus ada awan gelap setelah pagi hari yang cerah? Mengapa harus ada petir yang bersorak sorai di saat hati kian terpuruk?
Ananda mengerti wahai bunda, ananda sadar bahwa awan gelap membawa titik-tetes air hujan yang akan membasuh kulit bumi dari debu dan jelaga. Ananda pahami bila petir yang berlompatan mengandung arti besarnya pertolongan bagi ananda. Bumi terus berputar. Jam dinding terus berdetak. Hari terus berganti. Jantung terus berdegup. Darah terus mengalir. Yang lama akan memudar dan yang baru akan menghiasi. Yang tiada berkalang tanah dan yang hidup bersimbah keringat. Bila hari mulai senja, ananda nantikan mentari esok dengan rencana. Bila matahari beranjak naik di tengah hari, ananda pastikan sore hari yang riang penuh tawa. Manakala sang surya tergelincir ke ufuk barat, ananda tentukan petang yang bercahaya dalam lembayung jingga. Ketika sang bulan yang tersenyum dan bintang yang berbinar tiba, ananda akan hampiri malam yang penuh kedamaian dalam buaian kasihmu Bunda….
(Cikarang, 00.55am, July 23, 2009)
Mencari onggok demi onggok arti yang terselip diantara hilangnya harapan. Kosakata tak mungkin sanggup menterjemahkan irrasionalitas kehidupan yang terkadang gasal. Muram durja, gundah gulana tak berguna mengatasi segala remeh temeh realita dunia. Terus menangis hingga kering airmata hampa dalam keterkungkungan jwa. Wahai bunda, disinikah seharusnya ananda berada? Dalam kesuraman nada dan eksistensi? Bukanlah keluh kesah yang menyelesaikan prahara, ananda pun menduga. Lantas mengapa harus ada awan gelap setelah pagi hari yang cerah? Mengapa harus ada petir yang bersorak sorai di saat hati kian terpuruk?
Ananda mengerti wahai bunda, ananda sadar bahwa awan gelap membawa titik-tetes air hujan yang akan membasuh kulit bumi dari debu dan jelaga. Ananda pahami bila petir yang berlompatan mengandung arti besarnya pertolongan bagi ananda. Bumi terus berputar. Jam dinding terus berdetak. Hari terus berganti. Jantung terus berdegup. Darah terus mengalir. Yang lama akan memudar dan yang baru akan menghiasi. Yang tiada berkalang tanah dan yang hidup bersimbah keringat. Bila hari mulai senja, ananda nantikan mentari esok dengan rencana. Bila matahari beranjak naik di tengah hari, ananda pastikan sore hari yang riang penuh tawa. Manakala sang surya tergelincir ke ufuk barat, ananda tentukan petang yang bercahaya dalam lembayung jingga. Ketika sang bulan yang tersenyum dan bintang yang berbinar tiba, ananda akan hampiri malam yang penuh kedamaian dalam buaian kasihmu Bunda….
(Cikarang, 00.55am, July 23, 2009)
RESEARCH I
aBackground
In English structure there are some parts which equip one and another and also cannot be dissociated, both are included in union, we call them ‘part of speech’. According to Oxford Advanced Learners’ Dictionary, “Parts of speech is each of classes in to which the words of a language are divided according to grammar”1. Prescriptive grammar is, ultimately, based on grammatical classifications established in antiquity by the Greeks and Romans. The Greeks were the innovators, they gave many contributions to the development of English language, from its words, linguistic and the alphabetic writing system, which was conceived during the first millennium B.C. and is the parent alphabet of the most widely used systems today.
One of major contributions of the Greeks was the investigation and establishment of the concept “parts of speech”. The investigation needed many years to get nowadays form of parts of speech, “It was not until nearly 1700 years later that we were finally to get the eight parts of speech we generally recognize today”2, it was investigated by five linguists from different places and time. “The parts of speech are not in any way absolute. The number and description of the parts of speech depends upon the theoretical orientation of the linguist and the language being described”3. In addition, the traditional eight parts of speech in English are based almost entirely on analyses of Greek and Latin.
Today, parts of speech are divided become eight parts, which verb is one of them, a verb in a sentence generally function as a predicate. According to Marcella Frank “verb is the grammatical ‘center’ of a sentence, the verb appears after the subject and before any type of compliments in the predicates”4. In Oxford Advanced Learners’ Dictionary, “verb is a word or phrase indicating an action, an event or a state”5.
On the other hand, in verb itself there is –what we call- phrasal verb, that is a represent of a merger between verb + particles. The particles can be in a form of preposition or adverb or even both, phrasal verbs are verbs which consist of two or sometimes three words, phrasal verbs can be conceived as multiword-verbs. In her book, Betty Schrampfer Azar said that, “the term of phrasal verbs refer to adverb and preposition which together have a special meaning, phrasal verbs are also called two-word verbs”6.
A. Parts of Speech
1. Definition of Parts of Speech
English language is one of many languages which has complex structures and it can be divided in a few parts. Each part develops each others and makes good sentences, as written by W. Nelson Francis, “By grammatical structure is by meant the organizing of morphemes and words into larger meaningful utterances. Grammar, then, can be defined as the branch of linguistics which deals with the organization of morphemic units into meaningful combinations larger than words.”7, although practically there are still many mistakes made by English speakers even native speakers, usually they make mistakes in either their conversations or informal letters, the Linguists said that they are using the informal English, but the writer will not talk about formal or informal English in English users circumstances. It is also important to be recognized of the using of correct structures in a sentence, either in writing or speaking, depends on the social level and the educational background of the language user itself.
To classify words in one or more sentences traditionally we can also use semantic, or meaning-based, definitions to classify the words. Kathryn Riley and Frank Parker said in their book, “In studying grammar …, we probably encountered a semantic, or meaning-based, definition of the different part of speech”8. Different with Marcella Frank, “The sentence may be further divided according to the function each word has in the subject-predicate relationship. Each of these functions is classified as a different part of speech”9. This approach of classifying words is generally associated with prescriptive grammar. For example, some commonly used semantic definitions for noun and verb as given below.
Noun : a word used to name anything
Verb : a word used to express action or being
(Adapted from House and Harman, pp. 20 and 93)10.
But we will find some problems with semantic definition, accordingly to meaning-based, how can we consider whether love, confession and entertainment are nouns or verbs? Even though all those words are classified as nouns, yet they name a “thing” only in the broadest interpretation of the term. In fact, when including the word “anything” in the definition so vague that it is virtually useless. Another example is a word like jogging is best classified as a noun, or as a verb? It names a “thing” that many people do, but it also expresses an action. Riley and Parker write in their book “…, the semantic definitions associated with prescriptive grammar work in some cases, but are too limited and imprecise for classifying a great many other words”11. For this reason, parts of speech were made for a different approach for classifying words. Instead of focusing on the meaning of a word, with the descriptive approach which tends to focus more on the word’s form and behavior: “properties such as the endings that can be attached to the word, its ability to occur in the phrase as certain other words, and so on”12.
So what is the meaning of parts of speech? According to Sylvia Chalker and Edmund Weiner, Parts of Speech is a member of a class of words with shared grammatical characteristics that distinguish them from others13. In other words, the writer can say that Parts of Speech is a classification of words according to grammatical or structural characteristics that differ them from one and another.
2. Function of Parts of Speech
On the other side, Riley and Parker write that parts of speech or word classes are divided become two, the form classes and structure classes. “The form classes are those that carry the primary meaning in a sentence: nouns, verbs, adjectives, and adverbs. They are called form classes because they change “form” (e.g., boy/boys). In contrast, the structure classes are those whose primary function is to build grammatical structure rather than convey meaning. The structure classes include pronouns, conjunctions, auxiliary verbs, determiners and prepositions. They are called structure classes because they provide supporting “structure” for the form classes (e.g., from boys, with boys, to boys). An often used analogy is that the form classes are the “bricks” of a sentence, while the structure classes are the “mortar” that holds the bricks together”14.
Riley and Parker in their book also write some general characteristics of the form classes and the structure classes, as written below:
1). General Characteristics of The Form Classes.
Form classes are open sets. New members can be added by borrowing from other languages (e.g., chic comes from French) or by word-formation methods such as compounding (e.g., sightsee from sight + see), clipping (e.g., bra from brassiere), and blending (e.g., smog from smoke + fog). However, it is difficult to find a structure class word, such as a preposition, that we have borrowed from another language.
Form classes often undergo functional shift. For example, a noun may function adjectivally, as in the phrase a stone wall. However it is hard to find a structure class word, such as conjunction, functioning as another parts of speech.
Form class words need not co-occur with structure class words. For example, not all nouns require an article (e.g., honesty), likewise, not all verbs require an auxiliary (e.g., drove). However, articles always require nouns, and auxiliary verbs always require main verbs.
2). General Characteristics of The Structure Classes.
Structure classes are not closed sets. In contrast with the form classes, the structure classes rarely add new members. While form classes are large (and, in fact, have a potentially infinite size), structure classes have a relatively small and finite number of members (e.g., conjunctions include and, but, or, and a handful of other words).
Structure classes generally do not change form. The conjunction and, for example, takes no inflection or derivational affixes. (The exception to this general rule is the auxiliary verbs, which can have both tensed and participial forms). In contrast, as we have seen, form class words can undergo changes in form by means of inflections and derivation.
Structure classes occur in a limited and fixed position with respect to the associated form class words. For example, determiners normally occur only as the first item in a noun phrase (e.g., the coffee).
Structure class words do not tend to undergo functional shift. A form class word like horse can function not only as a noun (That horse is fast) but also an adjectival (We bought a horse trailer) or a verbal (They are horsing around). In contrast, structure class words tend to serve only their primary function.
Structure classes must co-occur with form class words. For example, although not all nouns require an article, all articles require a noun15.
Parts of Speech
Form Classes
(e.g., Noun, Verb, Adjective)
Open sets
Change form
Undergo functional shift
Occurs independently of structure words.
Structure Classes
(e.g., Conjunction, Preposition)
Closed sets
Do not change form
Do not undergo functional shift
Occur only with form class words
3 Varieties of Parts of Speech
Varieties is a plural form of variety which means a class of things that differ from others in the same general group. There are many analyses about varieties of parts of speech, as Sylvia Chalker and Edmund Weiner have written that “There is no single correct way of analyzing words into parts of speech (more usually today called word classes or form classes). The boundaries between different groups are not always clear. Generally recognized are nouns, verbs, pronouns, adverbs, conjunctions, prepositions, and interjections. Other categories are articles and determiners”16.
B. Phrasal Verbs
1. Definition of Phrasal Verbs
This research is more focusing on the using of phrasal verbs in the dialogue of the play, such as those which have been mentioned above, phrasal verbs are more or even are only used in informal English and have their own meaning differ from meaning of either verb or particle (preposition or adverb) itself, furthermore, Adam Makkai has written, “Some combinations have nominalized versions which may or may not be sememically related to the corresponding (if there is one) original combination; e.g., the take off was smooth, where the noun take-off is the nominalized version of a corresponding phrasal verb idiom to take off meaning ‘become airborne’. Both of these contrasts with the literal constitute take off as in take it off the shelf! In some nominalized versions of the original combination verb + adverb the order of the constituents is reversed and we have pattern adverb + verb. (E.g., upbringing from the idiom bring up ‘to rear’ and updo ‘woman’s hairdo swept up from the nape of the neck’ which has a corresponding idiom do up meaning fasten arrange’.)”17. In Oxford Dictionary Of English Grammar, ”phrasal verb is an umbrella term for different kinds of multiword verbs. Some analysis makes metaphorical (or idiomatic) meaning a criterion for phrasal verbs, excluding combinations which have a transparent literal meaning”18.
Martin Parrot said, “One verb may combine with different particles to give multiword verbs with different meanings (e.g., break away, break in, break down). Other verbs combine only with one particle and generally only have one meaning (e.g., ‘The man broke down under police interrogation’ or ‘I broke the chapter down into smaller units’). The meaning of multiword verbs is not the same as the independent meaning of the particle(s), e.g., come to ‘regain conciousness ; is not about coming or to’”19.
More simplify, phrasal verbs is a unification from verb with preposition or adverb or even both, has its own self-supporting and separate meaning.
Overall frequency of phrasal verbs ; per million words
Each ● represents 10020
CONV ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
FICT ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
NEWS ● ● ● ● ● ● ● ● ● ● ● ● ● ●
ACAD ● ● ● ● ● ● ● ●
Note : CONV : the using of phrasal verbs in conversation.
FICT : the using of phrasal verbs in fiction.
NEWS : the using of phrasal verbs in news.
ACAD : the using of phrasal verbs in academic writing or speaking.
2. Categories of Phrasal Verbs
Phrasal verbs or multiword verbs are divided become two parts, those are separable, which can be dissociated by another words generally by a pronoun or noun, Robert J. Dixson said in his book, “In English, certain idioms among those of the ‘two-word verb’ class are separable by their direct object is placed between the verb and it’s accompanying prepositional particle.”21, and non-separable (cannot be dissociated) generally by a noun or pronoun, while in separable phrasal verbs a noun lays between verb and particle.
For instance, the example of separable phrasal verbs, such as;
a). Put off, can be “We put off our trip” or “We put our trip off”.
b). Turn on, can be “I turned on the light” or “I turned the light on”.
c). Throw away, can be “He throws away the paper” or “He throws the paper away”,
etc, otherwise, there is a clue given by Robert J. Dixson that,” …the great majority of two word idioms (phrasal verbs) using the particles out and up are separable”22 .
and non-separable phrasal verbs are,
a). Run into, can be “I run into my old friend yesterday”.
b). Get on, can be “I get on the train”.
In a sentence, phrasal verbs can be the form of transitive (has an object) for example : bring up, carry out, find out, pick up, take out, turn on. Next can be the form of intransitive (does not have an object) e.g., break down, come along, come on, hold on and shut up. This matter depends on phrasal verbs that used in a sentence. For instance, below is the example of transitive phrasal verbs;
a). “Because you might find out it works”.
b). “He put on his business suit and coat”.
c). “He took up the post at Royal Waterloo”.
Then, intransitive phrasal verbs;
a). “Come on, tell me about nick”.
b). “Oh shut up, you’re so cruel”.
c). “But than this damn college kid asked if he could come along”.
d). “Hold on! What are doing there?”
The most common phrasal verbs:
The large majority of common phrasal verbs are activity verbs.
Other common verbs occurring more than ten times per million words:
a. activity intransitive - get on, look out, move in, step up, walk in;
b. activity transitive – bring in, build in, fill in, keep up, pull up, pull down, put in, put up, set out, sort out, take away, take in, take out, turn on, wake up, work out;
c. mental transitive – make out;
d. communication transitive – bring up, call in;
e. occurrence intransitive – break down, grow up, set in;
f. aspectual intransitive – carry on, go ahead, hang on;
g. aspectual transitive – keep on, start off.
There are relatively few common phrasal verbs from the domain of mental, communication, occurrence, and aspectual verbs.
Intransitive phrasal verbs are particularly common in conversation and fiction, but extremely rare in news and academic prose.
The transitive verb come on in conversation is the single most common phrasal verbs23.
C. Sociolinguistics
1. Definition of Sociolinguistics
Sociolinguistics was taken from two words, those were social and linguistics. Socio means society, people and folk, linguistics means a study of languages. As according to what Prof. Dr. Sumarsono, M.Ed. and Drs. Paina Partana, M.Hum. have written in their book “Sosiolinguistik” that “Sosio- adalah masyarakat, dan linguistic adalah kajian bahasa”24. Therefore, sosiolinguistics is the study of language as part of culture and society or in Bahasa means kajian bahasa sebagai bagian dari kebudayaan dan masyarakat25.
2. Sociolinguistics Theory
In this research, the writer used the sociolinguistics theory to analyze the phrasal verbs that used by all characters in ‘A Raisin In The Sun’ play written by Lorraine Hansberry. By using this theory the writer tried to analyze the phrasal verbs according to the sentence context.
D. Understanding of the Play
1. Character of the Play
The ‘A Raisin In The Sun’ play described the struggle of Afro-Americans in 1950’s that struggled for their rights, the rights as citizens of the United State of America, the rights of education and a better life. Even in Abraham Lincoln era the Apartheid problem had been solved, though it was not in all parts of the American life and it became the major topic in over decades. In 1950’s, there was a social-jealousy of the Afro-Americans to the White-American that made their life became unstable, unbearable, and only few of the Afro-Americans could get a better life or other words ‘rich’.
At that time, the Afro-Americans in many ways were left behind. Therefore according to the play the writer can get some information that some of them tried to have their rights back, some of them lived in poverty and uneducated and small numbers of them sought their self-identity as Africans.
2. Character of the Dialogues
Most of the dialogues used phrasal verbs that were one of the interesting parts in this play. As most of the characters in this play were uneducated, nevertheless, it could be found that the dialogues were not structurally true or correct. Many of the words, phrases even sentences were written in informal English. Probably, it happened because of the characteristics of the characters in this play.
A. Parts of Speech
1. Definition of Parts of Speech
English language is one of many languages which has complex structures and it can be divided in a few parts. Each part develops each others and makes good sentences, as written by W. Nelson Francis, “By grammatical structure is by meant the organizing of morphemes and words into larger meaningful utterances. Grammar, then, can be defined as the branch of linguistics which deals with the organization of morphemic units into meaningful combinations larger than words.”26, although practically there are still many mistakes made by English speakers even native speakers, usually they make mistakes in either their conversations or informal letters, the Linguists said that they are using the informal English, but the writer will not talk about formal or informal English in English users circumstances. It is also important to be recognized of the using of correct structures in a sentence, either in writing or speaking, depends on the social level and the educational background of the language user itself.
To classify words in one or more sentences traditionally we can also use semantic, or meaning-based, definitions to classify the words. Kathryn Riley and Frank Parker said in their book, “In studying grammar …, we probably encountered a semantic, or meaning-based, definition of the different part of speech”27. Different with Marcella Frank, “The sentence may be further divided according to the function each word has in the subject-predicate relationship. Each of these functions is classified as a different part of speech”28. This approach of classifying words is generally associated with prescriptive grammar. For example, some commonly used semantic definitions for noun and verb as given below.
Noun : a word used to name anything
Verb : a word used to express action or being
(Adapted from House and Harman, pp. 20 and 93)29.
But we will find some problems with semantic definition, accordingly to meaning-based, how can we consider whether love, confession and entertainment are nouns or verbs? Even though all those words are classified as nouns, yet they name a “thing” only in the broadest interpretation of the term. In fact, when including the word “anything” in the definition so vague that it is virtually useless. Another example is a word like jogging is best classified as a noun, or as a verb? It names a “thing” that many people do, but it also expresses an action. Riley and Parker write in their book “…, the semantic definitions associated with prescriptive grammar work in some cases, but are too limited and imprecise for classifying a great many other words”30. For this reason, parts of speech were made for a different approach for classifying words. Instead of focusing on the meaning of a word, with the descriptive approach which tends to focus more on the word’s form and behavior: “properties such as the endings that can be attached to the word, its ability to occur in the phrase as certain other words, and so on”31.
So what is the meaning of parts of speech? According to Sylvia Chalker and Edmund Weiner, Parts of Speech is a member of a class of words with shared grammatical characteristics that distinguish them from others32. In other words, the writer can say that Parts of Speech is a classification of words according to grammatical or structural characteristics that differ them from one and another.
2. Function of Parts of Speech
On the other side, Riley and Parker write that parts of speech or word classes are divided become two, the form classes and structure classes. “The form classes are those that carry the primary meaning in a sentence: nouns, verbs, adjectives, and adverbs. They are called form classes because they change “form” (e.g., boy/boys). In contrast, the structure classes are those whose primary function is to build grammatical structure rather than convey meaning. The structure classes include pronouns, conjunctions, auxiliary verbs, determiners and prepositions. They are called structure classes because they provide supporting “structure” for the form classes (e.g., from boys, with boys, to boys). An often used analogy is that the form classes are the “bricks” of a sentence, while the structure classes are the “mortar” that holds the bricks together”33.
Riley and Parker in their book also write some general characteristics of the form classes and the structure classes, as written below:
1). General Characteristics of The Form Classes.
Form classes are open sets. New members can be added by borrowing from other languages (e.g., chic comes from French) or by word-formation methods such as compounding (e.g., sightsee from sight + see), clipping (e.g., bra from brassiere), and blending (e.g., smog from smoke + fog). However, it is difficult to find a structure class word, such as a preposition, that we have borrowed from another language.
Form classes often undergo functional shift. For example, a noun may function adjectivally, as in the phrase a stone wall. However it is hard to find a structure class word, such as conjunction, functioning as another parts of speech.
Form class words need not co-occur with structure class words. For example, not all nouns require an article (e.g., honesty), likewise, not all verbs require an auxiliary (e.g., drove). However, articles always require nouns, and auxiliary verbs always require main verbs.
2). General Characteristics of The Structure Classes.
Structure classes are not closed sets. In contrast with the form classes, the structure classes rarely add new members. While form classes are large (and, in fact, have a potentially infinite size), structure classes have a relatively small and finite number of members (e.g., conjunctions include and, but, or, and a handful of other words).
Structure classes generally do not change form. The conjunction and, for example, takes no inflection or derivational affixes. (The exception to this general rule is the auxiliary verbs, which can have both tensed and participial forms). In contrast, as we have seen, form class words can undergo changes in form by means of inflections and derivation.
Structure classes occur in a limited and fixed position with respect to the associated form class words. For example, determiners normally occur only as the first item in a noun phrase (e.g., the coffee).
Structure class words do not tend to undergo functional shift. A form class word like horse can function not only as a noun (That horse is fast) but also an adjectival (We bought a horse trailer) or a verbal (They are horsing around). In contrast, structure class words tend to serve only their primary function.
Structure classes must co-occur with form class words. For example, although not all nouns require an article, all articles require a noun34.
Parts of Speech
Form Classes
(e.g., Noun, Verb, Adjective)
Open sets
Change form
Undergo functional shift
Occurs independently of structure words.
Structure Classes
(e.g., Conjunction, Preposition)
Closed sets
Do not change form
Do not undergo functional shift
Occur only with form class words
3 Varieties of Parts of Speech
Varieties is a plural form of variety which means a class of things that differ from others in the same general group. There are many analyses about varieties of parts of speech, as Sylvia Chalker and Edmund Weiner have written that “There is no single correct way of analyzing words into parts of speech (more usually today called word classes or form classes). The boundaries between different groups are not always clear. Generally recognized are nouns, verbs, pronouns, adverbs, conjunctions, prepositions, and interjections. Other categories are articles and determiners”35.
B. Phrasal Verbs
1. Definition of Phrasal Verbs
This research is more focusing on the using of phrasal verbs in the dialogue of the play, such as those which have been mentioned above, phrasal verbs are more or even are only used in informal English and have their own meaning differ from meaning of either verb or particle (preposition or adverb) itself, furthermore, Adam Makkai has written, “Some combinations have nominalized versions which may or may not be sememically related to the corresponding (if there is one) original combination; e.g., the take off was smooth, where the noun take-off is the nominalized version of a corresponding phrasal verb idiom to take off meaning ‘become airborne’. Both of these contrasts with the literal constitute take off as in take it off the shelf! In some nominalized versions of the original combination verb + adverb the order of the constituents is reversed and we have pattern adverb + verb. (E.g., upbringing from the idiom bring up ‘to rear’ and updo ‘woman’s hairdo swept up from the nape of the neck’ which has a corresponding idiom do up meaning fasten arrange’.)”36. In Oxford Dictionary Of English Grammar, ”phrasal verb is an umbrella term for different kinds of multiword verbs. Some analysis makes metaphorical (or idiomatic) meaning a criterion for phrasal verbs, excluding combinations which have a transparent literal meaning”37.
Martin Parrot said, “One verb may combine with different particles to give multiword verbs with different meanings (e.g., break away, break in, break down). Other verbs combine only with one particle and generally only have one meaning (e.g., ‘The man broke down under police interrogation’ or ‘I broke the chapter down into smaller units’). The meaning of multiword verbs is not the same as the independent meaning of the particle(s), e.g., come to ‘regain conciousness ; is not about coming or to’”38.
More simplify, phrasal verbs is a unification from verb with preposition or adverb or even both, has its own self-supporting and separate meaning.
Overall frequency of phrasal verbs ; per million words
Each ● represents 10039
CONV ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
FICT ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
NEWS ● ● ● ● ● ● ● ● ● ● ● ● ● ●
ACAD ● ● ● ● ● ● ● ●
Note : CONV : the using of phrasal verbs in conversation.
FICT : the using of phrasal verbs in fiction.
NEWS : the using of phrasal verbs in news.
ACAD : the using of phrasal verbs in academic writing or speaking.
2. Categories of Phrasal Verbs
Phrasal verbs or multiword verbs are divided become two parts, those are separable, which can be dissociated by another words generally by a pronoun or noun, Robert J. Dixson said in his book, “In English, certain idioms among those of the ‘two-word verb’ class are separable by their direct object is placed between the verb and it’s accompanying prepositional particle.”40, and non-separable (cannot be dissociated) generally by a noun or pronoun, while in separable phrasal verbs a noun lays between verb and particle.
For instance, the example of separable phrasal verbs, such as;
a). Put off, can be “We put off our trip” or “We put our trip off”.
b). Turn on, can be “I turned on the light” or “I turned the light on”.
c). Throw away, can be “He throws away the paper” or “He throws the paper away”,
etc, otherwise, there is a clue given by Robert J. Dixson that,” …the great majority of two word idioms (phrasal verbs) using the particles out and up are separable”41 .
and non-separable phrasal verbs are,
a). Run into, can be “I run into my old friend yesterday”.
b). Get on, can be “I get on the train”.
In a sentence, phrasal verbs can be the form of transitive (has an object) for example : bring up, carry out, find out, pick up, take out, turn on. Next can be the form of intransitive (does not have an object) e.g., break down, come along, come on, hold on and shut up. This matter depends on phrasal verbs that used in a sentence. For instance, below is the example of transitive phrasal verbs;
a). “Because you might find out it works”.
b). “He put on his business suit and coat”.
c). “He took up the post at Royal Waterloo”.
Then, intransitive phrasal verbs;
a). “Come on, tell me about nick”.
b). “Oh shut up, you’re so cruel”.
c). “But than this damn college kid asked if he could come along”.
d). “Hold on! What are doing there?”
The most common phrasal verbs:
The large majority of common phrasal verbs are activity verbs.
Other common verbs occurring more than ten times per million words:
a. activity intransitive - get on, look out, move in, step up, walk in;
b. activity transitive – bring in, build in, fill in, keep up, pull up, pull down, put in, put up, set out, sort out, take away, take in, take out, turn on, wake up, work out;
c. mental transitive – make out;
d. communication transitive – bring up, call in;
e. occurrence intransitive – break down, grow up, set in;
f. aspectual intransitive – carry on, go ahead, hang on;
g. aspectual transitive – keep on, start off.
There are relatively few common phrasal verbs from the domain of mental, communication, occurrence, and aspectual verbs.
Intransitive phrasal verbs are particularly common in conversation and fiction, but extremely rare in news and academic prose.
The transitive verb come on in conversation is the single most common phrasal verbs42.
C. Sociolinguistics
1. Definition of Sociolinguistics
Sociolinguistics was taken from two words, those were social and linguistics. Socio means society, people and folk, linguistics means a study of languages. As according to what Prof. Dr. Sumarsono, M.Ed. and Drs. Paina Partana, M.Hum. have written in their book “Sosiolinguistik” that “Sosio- adalah masyarakat, dan linguistic adalah kajian bahasa”43. Therefore, sosiolinguistics is the study of language as part of culture and society or in Bahasa means kajian bahasa sebagai bagian dari kebudayaan dan masyarakat44.
2. Sociolinguistics Theory
In this research, the writer used the sociolinguistics theory to analyze the phrasal verbs that used by all characters in ‘A Raisin In The Sun’ play written by Lorraine Hansberry. By using this theory the writer tried to analyze the phrasal verbs according to the sentence context.
D. Understanding of the Play
1. Character of the Play
The ‘A Raisin In The Sun’ play described the struggle of Afro-Americans in 1950’s that struggled for their rights, the rights as citizens of the United State of America, the rights of education and a better life. Even in Abraham Lincoln era the Apartheid problem had been solved, though it was not in all parts of the American life and it became the major topic in over decades. In 1950’s, there was a social-jealousy of the Afro-Americans to the White-American that made their life became unstable, unbearable, and only few of the Afro-Americans could get a better life or other words ‘rich’.
At that time, the Afro-Americans in many ways were left behind. Therefore according to the play the writer can get some information that some of them tried to have their rights back, some of them lived in poverty and uneducated and small numbers of them sought their self-identity as Africans.
2. Character of the Dialogues
Most of the dialogues used phrasal verbs that were one of the interesting parts in this play. As most of the characters in this play were uneducated, nevertheless, it could be found that the dialogues were not structurally true or correct. Many of the words, phrases even sentences were written in informal English. Probably, it happened because of the characteristics of the characters in this play.
This research is about “The Phrasal Verbs” which were found in the Drama of ‘A Raisin In The Sun’ written by Lorraine Hansberry. This research applied the library research. Through this research, it is expected that the readers know more about the phrasal verbs on the basis of structural theories and can be useful for them in the advancement of their knowledge. For the reason above, the writer used some theories as the basis of exploring the study of the Phrasal Verbs, some of the theories were:
1)Separable Phrasal Verbs, which can be dissociated by another words generally by a pronoun or noun,
2) Non-separable, (cannot be dissociated) generally by a noun or pronoun, while in separable phrasal verbs a noun lays between verb and particle.
3)Transitive Phrasal Verbs, (has an object) for example : bring up, carry out, find out, pick up, take out, turn on.
4)Intransitive Phrasal Verbs, (does not have an object) e.g., break down, come along, come on, hold on and shut up. This matter depends on phrasal verbs that used in a sentence.
In this chapter, the writer limited himself to compile the using of phrasal verbs in ‘A Raisin In The Sun’ play written by Lorraine Hansberry. The data were categorized into separable or non-separable of phrasal verbs and transitive or intransitive of phrasal verbs (table I). Then, the data were selected to find out which ones were more dominant in their usage (table II). In these findings, the writer will discuss the data description and the data analysis.
A.Data Description.
In this play, almost all of the characters used phrasal verbs and the writer has tabulated all phrasal verbs used by each character in this play. The writer tabulated the compiled data as follows;
Table 1. The Utilized Phrasal Verbs
No
Characters
The Types of Phrasal Verbs
Example in The Dialogues
Separable
Non-Separable
Transitive
Intransitive
1
Walter Younger
1. Back up
√
−
−
√
"A man needs a woman to back him up."(p.610)
2. Build up
√
−
√
−
"…don't understand about building their men up and…"
(P. 611)
3. Come on
−
√
−
√
"..Oh-come on in. You know my wife?"(P. 648
4. Come out
−
√
−
√
"..we's ain't gwine come out deh.."(P.656)
5. Come up
−
√
−
√
"…and I'll come up the steps to the house…"(P.640)
6. Figure out
√
−
√
−
"Have we figured out yet just exactly.."(P.612)
7. Fill up
√
−
√
−
"…what the hell you learning there?Filling up you heads
.." (P. 632)
8. Fool around
−
√
−
√
"I can't be being late to work on account of him fooling
around in there."(P.607)
9. Get down
√
−
√
−
"..I'll just get down on my black knees.."(P.656)
10. Get in
−
√
−
√
"…I can't even get in there yet?"(P.607)
11. Get on
−
√
−
√
"…nobody expects you to get on your knees" (P.612)
12. Get out
−
√
−
√
"Get out of my house, man." (P.645)
13. Go ahead
−
√
−
√
"…Go ahead!..."(P.643)
14. Go in
−
√
−
√
"..Travis didn't want to go in with us.."(P.647)
15. Go off
−
√
−
√
"I want to go off somewhere and be myself.."(P.626)
16. Go out
−
√
−
√
"…when she has to go out of here.."(P.626
17. Look into
−
√
−
√
"…spend your life looking into things and…"(P.655)
18. Make out
√
−
√
−
(to George) how's your oldman making out?"(P. 632)
19. Make up
√
−
√
−
"I just wondered if you've made up your mind.."(P.612
20. Pay off
√
−
√
−
"… in this world 'less you pay somebody off."(P. 610)
21. Put on
√
−
√
−
"Gonna put on a show for the man."
22. Pull up
√
−
√
−
"…and I'll pull on the car up the driveway…"(P.640)
23. Run out
−
√
−
√
"…But I think he's kind of running out of ideas, now"
(P.632)
24. Set off
√
−
√
−
"…set off another bomb yesterday."(P.607)
25. Sit in
−
√
−
√
"..he'll find himself sitting in a dungeon…"(P.655)
26. Shut up
√
−
√
−
"…Shut up!..I'm digging them drums.."(P.630)
27. Stay up
−
√
−
√
"…and cry about it anvd stay drums.."(P.630)
28. Strectch out
√
−
−
√
"I can see the future stretched out in front of me"(P.628)
29. Squeeze up
√
−
−
√
"…just a bunch of hustling people all sqeezed up…"
(P. 631)
30. Take over
√
−
√
−
"..how to take over and run the world.."(P.632)
31. Tie up
√
−
√
−
"..Cause we all tied up in a race of people.."(P.633)
32. Get up
−
√
−
√
"You should get up earlier.." (P. 611)
34. Go on
−
√
−
√
"…and he just went on down there without you."(P.649)
35. Put in
√
−
√
−
"…man I put my life in your hands."(P.649)
2
Ruth Younger
1. Close up
√
−
√
−
"And all the stores and things was closed up." (P.641)
2. Come along
−
√
−
√
"Cause he knowsyou going to come along behind him."
(P.613)
3. Come back
−
√
−
√
"She ain't come back yet."
4. Come in
−
√
−
√
"the agency and scream at them"my girl didn't come in"
(P.614)
5. Call up
√
−
√
−
"She'd be calling up the agency and scream.."(P.614)
6. Come on
−
√
−
√
"Come on now boy,it's seven thirty."(P.606)
7. Come out
−
√
−
√
"..and the first person who knocks to tell me to hury up
and come out."(P.641)
8. Get ahead
−
√
−
√
"…Walter Lee say coloured people ain't never going to
start getting ahead 'till they start…"(P.614)
9. Get down
√
−
√
−
"Get down them steps boy." (P.625)
10. Get in
−
√
−
√
"..He ain't hardly got in there good yet."(P. 607)
11. Get on
−
√
−
√
"Get on out of there or you going to be late."(P.609)
12. Get over
−
√
−
√
"If you through eating, you can get over there…"(P.608)
13. Get out
−
√
−
√
"Now you get out of here and get ready for
your beating." (P. 635)
14. Get off
−
√
−
√
"You get your mind off money and eat .."(P.608)
15. Get up
−
√
−
√
"I hopes to God you ain't going to get up here first
thing in…"(P.607)
16. Go ahead
−
√
−
√
"..alright you just go ahead and lay there.."(P. 606)
17. Go into
−
√
−
√
"..Ain't nobody business people 'till they go into
business"(P.614)
18. Go out
−
√
−
√
"You expect this boy to go out with you looking like
that?" (P.630)
19. Go on
−
√
−
√
"Go on away and enjoy yourself some"(P.615)
20. Go in
−
√
−
√
"I got to go in. We need the money."(P.614)
21. Hurry up
−
√
−
√
"I say hurry up, Travis! You ain't only person.."(P.606)
22. Hush up
√
−
√
−
"Hush up now and just eat!" (P.608)
23. Keep out
√
−
√
−
"Keep out of it now, Lena."
24. Keep in
√
−
−
√
"…and it takes a strong woman to keep 'em in hand"
(P. 619)
25.Go off
√
−
√
−
"A thousand times I have told you not to go off like
that." (P. 635)
26. Look out
−
√
−
√
"…Looks chilly out this morning."(P.608)
27. Make up
√
−
√
−
"I can't make up my mind."
28. Mind off
−
√
−
√
"You get your mind off money …"(p.608)
29. Pack up
√
−
−
√
"I'm serious just pack up and leave!"(P.615)
30. Pass up
√
−
√
−
"Anyhow,they was too good a bargain to pass up."
(P.641)
31. Pick on
−
√
√
−
"Bennie, why you always gotta be picking on you
brother?"(P.613)
32. Put into
√
−
√
−
"…we've put enough rent into this rat tarp."(P.615)
33. Put on
√
−
√
−
"Oh, Bennie-I meant to put a special note on that
carton" (P.641)
34. Set off
√
−
√
−
"..everybody say it's got to do with them bombs and
thingsthey keep setting off." (P. 631)
35. Set on
√
−
√
−
"It's just that he got his heart set on that store."(P.614)
36. Shut up
√
−
−
√
"Man, if you don't shut up and…"(P.607)
37. Sit up
√
−
−
√
"…good-for-nothing clowns sitting up running their
Mouths .."(P.607)
38. Sleep in
−
√
−
√
"…that head looking just like chickens slept in it."
(P.608)
39. Slip away
−
√
−
√
"Well, it's strting to slip away from us."(P.634)
40. Wake up
√
−
√
−
"..Lemme see you do some waking up in there now"
(P.606)
3
Travis Younger
1. Come on
−
√
−
√
"Daddy, come on!"
2. Come in
−
√
−
√
"I just came in."
3. Look out
−
√
−
√
"That's right-look out now!"
4. Have on
√
−
√
−
"…like-the ladies always have on in the magazines…
(P.647)
5. Make up
√
−
√
−
"I can't make up my mind."
6. Pull up
√
−
√
−
"The truck just pulled up."
4
Beneatha Younger
1. Come back
−
√
−
√
"How should I know-out hunting or something.Anyway
they are coming back now.."
(P.629)
2. Come in
−
√
−
√
"..Hello..[long pause] well-come in…"(P.622)
3. Come down
−
√
−
√
"..one day a kid named Rufus came down too fast.."
(P.651)
4. Come on
−
√
−
√
"Come on out of there, please!" (P. 612)
5. Fill in
√
−
√
−
"We used to fill them in with snow and make them
smooth" (P.650)
6. Get on
−
√
√
−
"How did I manage to get on everybody's wrong side.."
(P.616)
7. Get over
−
√
√
−
"Get over it? What are you talking about Ruth?"
8. Give up
√
−
√
−
"…Walter, give up;;leave me alone…"(P.612)
9. Go ahead
−
√
−
√
"..But it isn't. Go ahead and laugh.."(P. 623)
10. Go away
−
√
−
√
"You went away." (P.622)
11. Go out
−
√
−
√
"..Nobody asked, consulted me-they just went out and
things." (P. 651)
12. Mixed up
√
−
√
−
"You're getting me all mixed up…"(P. 653)
13. Nail up
√
−
√
−
"..if she wants to buy ship or a horse or a rocket ship or
just nail it up somewhere and look at it."(P. 612)
14. Pick on
−
√
√
−
"…picking on me is not going to make her…"(P.612)
15. Shut up
√
−
−
√
"Shut up." (P. 624)
16. Tie up
√
−
√
−
"..waiting to see if their little bennie is going to tie up the
family with.."(P.617)
17. Put in
√
−
√
−
"But all tryranny in the world will never put a God in
heavens"
18. Give away
√
−
√
−
"He gave away the money, Asagai." (P. 650)
5
Lena Younger
1. Bring up
√
−
√
−
"…You wasn't brought up that way." (P. 618)
2. Call up
√
−
√
−
"Well, let her have it. I'll just call her up and say you got
the flu." (P. 614)
3. Catch up
√
−
−
√
"Yes, a fine man-just couldn't never catch up with his
dreams.."(P. 616)
4. Come down
−
√
−
√
"No-there's something come down between me and
them." (P.619)
5. Come from
−
√
−
√
"How many miles is it from here to where you come
from? (P. 624)
6. Come on
−
√
−
√
"Come on now honey.."(P.622)
7. Come in
−
√
−
√
"Honey, Big Walter would come in here some nights.."
(P. 615)
8. Cheer up
√
−
−
√
"Cheer us all up so that we forget trouble…"(P. 654)
9. Cut up
√
−
√
−
"..otherwise they think you been cut up or something…
(P.614)
10. Drive out
√
−
−
√
"..poeple over there drive out them French…(P. 623)
11. Fall over
−
√
√
−
"..You look like you could fall over right there." (P. 614)
12. Fix up
√
−
√
−
"…I had 'bout buying that house anvd fixing it up…"
(P.615)
13. Get into
√
−
√
−
"What done got into you, girl?" (P. 614)
14. Get over
−
√
√
−
"You better get over there behind the bureau." (P.620)
15. Get out
−
√
−
√
"Boy, get oujt of my face and do some work."(P. 646)
16. Get on
−
√
√
−
"Get on away from me now." (P.646)
17. Get up
−
√
−
√
"Who told you to get up?" (P. 625)
18. Go into
−
√
−
√
"But whether I got into bussi nes selling it to 'em is.."
(P. 614)
19. Go on
−
√
−
√
"He had to go on a little errand." (P.620)
20. Go out
−
√
−
√
"..a child ought to have some hot grits or something
When he goes out in the cold."(P.613)
21. Give up
√
−
√
−
"I'm waiting to see you stand up and look like your
Daddy and say we done give up…" (P.628)
22. Hold on
√
−
√
−
"…and hold on to what you got."(P.654)
23. Lean back
√
−
−
√
"He'd get right in the eyes sometimes, lean his head
back with the water…"(P.616)
24. Lie down
−
√
−
√
"You need to lie down and rest awhile." (P. 622)
25. Lift up
√
−
−
√
"That song always lifts me up so-…" (P. 619)
26. Look after
√
−
√
−
"Girl, you better start eating and looking after yourself
better." (P. 614)
27. Look out
−
√
−
√
"Look out there girl, before you be spilling some..”
(P.620)
28. Make out
√
−
√
−
"Far as I could make out-to Egypt."(P.625)
29. Mess up
√
−
√
−
"Look out now, boy! You make me mess up my thing
here." (P.646)
30. Pick out
√
−
√
−
"We had even picked out the house." (P. 615)
31. Pour into
−
√
−
√
"..and all the money they pour into these churches."
(P.623)
32. Put in
√
−
√
−
"The rest you put in a checking account…" (P. 639)
33. Pull up
√
−
√
−
"…Beneatha, what's the matter with them stockings?
Pull them things up,girl…" (P.658)
34. Push on
−
√
−
√
"..You just got to do something different push on out
and do something bigger." (P.636)
35. Put away
√
−
−
√
"Some of it got to be put away for Benbeatha and her
schoolin'."(P. 615)
36. Put on
√
−
√
−
"Well-go get mine and put it on." (P. 613)
37. Take away
√
−
√
−
"..them French and Englishmen done taken away your
land…" (P. 623)
38. Take in
√
−
√
−
"How come you done taken it in your mind…" (P. 616)
39. Tie up
√
−
√
−
"Seem like you getting to a place wgere you always tied
up.." (P. 627)
40. Put up
√
−
√
−
"..they put up for coloured in them areas way out."
(P. 636)
6
Joseph Asagai
1. Come over
−
√
√
−
"I came over…I had some freetime…"(P.622)
2. Give away
√
−
√
−
"Who gave away what money?"
3. Give up
√
−
√
−
"…So that now you can give up the ailing human race
On account on it…"(P.652)
4. Go away
−
√
−
√
"Why-you were quite glad whan I went away…"(P.622)
5. Get up
√
−
√
−
"Allright, I shall leave you. No don't get up.."(P.653)
6. Rise up
−
√
−
√
"…Three hundred years later the African Prince rose up
Out of the seas…"(P.653)
7. Step out
−
√
−
√
"…but my own black country men..step out of the
shadows …"(P.652)
7
Karl Lindner
1. Set up
√
−
√
−
"…one of these community organizations set up to…"
2. Look after
−
√
√
−
"…these community orga nizations set up to look after
…"
3. Come down
−
√
−
√
"We feel that most the trouble in this world, when you
Come right down to it…"
4. Go around
−
√
√
−
"I'm the chairman … go around and see new people…"
5. Get along
−
√
−
√
"People out there feel that people get along better,…"
6. Make up
√
−
√
−
"…our community is made up of people…"
7. Work out
√
−
√
−
"We couldn't find some way to work this thing out."
8
George Murchison
1. Hurry up
−
√
−
√
"I hope she hurries up."
2. Cut out
√
−
√
−
"..I want you to cut it out."
3. Go on
−
√
−
√
"The world will go on thinking. …"
4. Go out
−
√
−
√
"I don't go out with you…"
9
Bobo
1. Put in
√
−
√
−
"I mean about the money I put in, Walter Lee…"
2. Go down
−
√
−
√
"Willy was going to go down to Springfield…"
3. Go into
−
√
−
√
"That me and Walter went into with Willy Harris."
4. Show up
√
−
−
√
"Willy didn't never show up."
5. Take off
√
−
√
−
" When a cat take off with your money…"
Total
82
82
74
87
Table 2. The Dominance of Phrasal Verbs Used in the Play
Phrasal Verbs
Kinds of Phrasal Verbs
Repentance In The Play
Separable
Non-separable
Transitive
Intransitive
1
Go out
−
√
−
√
14 times
2
Get out
−
√
−
√
9 times
3
Go on
−
√
−
√
9 times
4
Get up
−
√
−
√
8 times
5
Put on
√
−
√
−
8 times
B. Data Analysis
From the tabulated data of the table I, there were found that in the play, there are 14 times for Go out, Get out are 9 times, Go on are 9 times, Come in are 8 time, Get up are 8 times, put in are 8 times and Put on are 8 times. Even though, there are more phrasal verbs that the writer could not write here because of the time-limitation and the focus of the study. The next description is the analysis of the dominant phrasal verbs that are utilized in the play.
1. Go out
According to Oxford Advanced Learner’s Dictionary, it means to leave one’s house to go to social events; to move away from the land; to be sent; to be broadcast on radio or TV; to be announced or published and to stop burning or shining. However, from the play, the go out-phrase is utilized as follows:
a. Walter Younger
“…Yeah and tell it to my wife, Mama, tomorrow when she has to go out of here to look after somebody else’s kids…”(P. 626)
After being disappointed by Mama’s decision, Walter finally got angry and said this to her. Go out here means to leave a house.
“…I have to watch you go out and work in somebody’s kitchen.”(P. 626)
Still in the same time Walter said the phrasal verb again and with the same meaning as before.
“I’m going out!”(P. 626)
“I’m going out!”(P. 626)
He is hardly lost his patience. Those of the speech here have the same meaning as I am going to go out and the meanings are also the same to leave his house to go somewhere.
“I got to go out, Mama−”(P. 626)
Mama tried to make Walter understand about the condition. But Walter seemed not understand it and still wanted to leave the house.
b. Ruth Younger
“You expect this boy to go out with you looking like that?”(P. 630)
When Beneatha and Walter were dancing George entered the house but Beneatha ignored him. Ruth felt ashamed according to this condition and told Beneatha not to do that. Go out here means to have a date.
“I let him go out earlier and he ain’t come back yet. Boy, is he going to get it!”
Mama arrived after going somewhere and asked about her gradson, Travis, to Ruth. Go out in this sentence means going somewhere to play with other boys.
c. Beneatha
“Oh−I like George all right, Mama. I mean I like him enough to go out with him and stuff, but−”(P. 617)
Mama and Ruth asked about her relationship with George. Because, it seemed that George was not someone that she loves, even though, she liked to have a date and went shopping with him. Go out here means to have a date.
“…and God is just one idea I don’t accept. It’s not important. I’m not going out and be immoral or commit crimes because I don’t believe in God…”(P. 618)
Go out in this speech means to get outside of the house and do some activities there.
d. Mama Younger
“…a child ought to have some hot grits or something when he goes out in the cold.”(P. 613)
Mama commented about her grandson, Travis, that he was supposed to get a good food before he went outside either for playing or studying at school. Go out in this speech means to play or get some activities outside of the house.
“Who you going out with tomorrow night?”(P. 617)
Mama asked Beneatha, with whom is she going to go on Saturday night? (The time of this conversation was on Friday morning. Go out here means to have a date.
“…But if anybody asked you ‘bout it you just yell at ‘em and bust out the house and go out and drink somewheres…”(P. 627)
Go out here means to get some activities outside of the house.
“Lord, that’s a pretty thing just went out here!”(P. 624)
Joseph Asagai, one of Beneatha’s friend, had stopped by before he went back to where he studied at a university. Went out here is a past time of go out and it means to exit.
e. George Murchison
“…because this is stupid I don’t go out with you to discuss the nature of “quiet desperation” or…”(P. 637)
After having a date both Beneatha and George got a little quarrel to each other. Go out here means to have a date.
From the above descriptions the word ‘go-out’ means to leave some place, to have a date and to go somewhere. In addition the word ‘go-out’ is a non-separable phrase, because the phrase cannot be separated by an object and it is included as the intransitive verb.
2. Get out
In this play get out was repeated nine times, five times by Walter, three times by Ruth and once Lena “Mama” Younger. The meaning of get out itself is to leave a car; avoid work or an unpleasant activity.
a. Walter Lee Younger
“Never mind how I feel−you got anymore to say ‘bout how people ought to sit down and talk to each other?...Get out of my house, man.”(P. 645)
“Get out”(P. 645)
“Get out”(P. 645)
Those phrasal verbs were said by Walter when a man named Karl Lindner from Clybourne Park came to their house in order to bring back Mama’s money for the down payment of a house in a housing area. Get out here means to force someone to leave a house.
“…And-and oh, Mama−you would have been proud of the way me and Ruth and Bennie acted. We told him to get out….”(P. 655)
“…Lord have mercy! We told the man to get out. Oh, we was some proud folks this afternoon, yeach.”(P. 655)
Walter called up Mr. Karl Lindner to come right over. Walter told his family about what he had done to Mr. Lindner at the time when he came to their house. Get out here has the same meaning with to force someone to leave a house.
b. Ruth Younger
“Walter Lee, why don’t you leave the girl alone and get out of here to work?”(P. 612)
Walter and Beneatha quarreled in that morning, therefore Ruth asked Walter to get out. Get out here means to leave a house.
“Now you get out of here and get ready for your beating.”
Travis went home late that day and Ruth became angry because of it. Get out here means to exit the room.
“…I have to-but we got to move…we got to get out of here…”(P. 654)
Full of desperation, after some amount of money which given to Walter has gone taken by Willy Harris. Get out here means to move to another house or place.
c. Lena ‘Mama’ Younger
“Boy-get out of my face and do some work”(P. 646)
Walter was singing a song when finally Mama got annoyed because of the song. Get out here means to leave someone alone; not to disturb someone.
Then, the writer can say that the phrase ‘get-out’ means to leave by force, to leave somewhere and not to disturb someone. This phrasal verb is separable according to the using of this phrasal verb in conversations and it can be separated by a noun or pronoun.
3. Go on
Next phrasal verb is go on. Go on means to begin one’s performance; to move away from the land. The repeatance of this phrasal verb in the play was 10 times, 5 times repeated by Ruth Younger, 3 times by Mama, once by George, and once by Walter.
a. Ruth Younger
“I’m serious just pack up and leave! Go on away and enjoy yourself.”(P. 615)
Mama thought about what she would do with the insurance money that she would possibly get. Ruth suggested her to go somewhere abroad and have a vacation for herself. Go on here means to let someone to do something.
“You go on out and play now, baby.”(P. 625)
Finally, the money arrived and Mama just could not believe herself about the amount of the money, it was ten thousand dollars. Travis was there at that time, Ruth asked him to go out and play. Go on here means to push someone to do something.
“Oh, let him go on out and drink himself to death…”(P. 627)
Ruth wanted to talk with Walter but he did not want to hear it. Then, Ruth became angry an d left alone. Go on in this speech means to let someone start an activity.
“Well, I guess I might as well go on to bed …”(P. 623)
As usual, Walter a stubborn man had quarreled with Ruth. Go on here means to start an activity.
“…I guess maybe I better go on and do what I started…” (P. 633)
Go on here means to continue doing something. Ruth planned to abort her baby that was two months in pregnancy.
b. Lena ’Mama’ Younger
“She had to go on a little errand.” (P. 620)
It was Saturday morning. When Mama, Benneatha and Travis were cleaning the house, Travis asked his grandmother about his mother, Ruth, where was she? Go on here means to have or to get something checked.
“…I’ll go on out and leave you alone if you want..”(P. 626)
Mama asked Walter to talk with Ruth, his wife, but he seemed did not understand and he said that he could talk to her later. Go on here means to start doing an activity.
“All right, honey-go on down. I be down directly” (P. 659)
It was the moving day, finally, they moved to Clybourne Park. Go on here means to continue doing an activity.
c. George Murchison
“…because the world will go on thinking what it thinks regardless-“(P. 637)
George caught a hard argument with Beneatha. Go on here means to continue doing an activity.
4. Get Up
Get up means arise from bed or a chair. In this play, it was repeated 8 times, 3 times by Walter, 4 times by Ruth and 1 time by Mama.
a. Walter Lee Younger
“…He just going to have to start getting up earlier…”(P. 607)
Walter was angry because Travis was too long in the bath room. Get up here means to awake from sleep.
“You should get up earlier”(P. 611)
Beneatha grumbled to a person who was in the bathroom. Walter replied her with this speech. Get up in this sentence means to awake from sleep.
“You are in it-Don’t you get up and go work in somebody’s kitchen…”(P. 612)
Beneatha and Walter were quarreling when Ruth asked Walter not to drag her in their problem but Walter replied with that speech. Get up in this sentence has the same meaning as above to awake from sleep.
Thus, the writer can say this phrasal verb, ‘go on’, means to let someone doing something, to continue doing something and to start doing an activity. Go-on is one of the non-separable phrasal verbs, because it cannot be dissociated by nouns or pronouns.
5. Put on
Put on means to put clothes on one’s body. It was repeated for 8 times in this play, 5 times by Walter, 1 time by Ruth and 2 times by Mama.
a. Walter Lee Younger
“…Don’t you get up and go work in somebody’s kitchen for the last three years to help put clothes on her back?”(P. 612)
This speech was taken on a Friday morning when Walter was talking with Ruth about Beneatha, Ruth had been working hardly for three years in order to fulfill her sister-in-law’s needs. Put on here means to fulfill; to complete.
“…Mama-look. Old Willy Harris put everything on paper-.“(P. 626)
When Mama and Ruth were talking, suddenly, Walter entered the house and asked whether the insurance money had come or no. Mama seemed a bit angry, but Walter tried to ensure Mama about a business that he was going to run. Put on means to write or has written something.
“…Well, you tell that to my boy tonight when you put him to sleep on the living room couch…”(P. 626)
Still in the same situation as above, Mama and Ruth ignored what Walter want to say. Then, Mama told him that she did not allow him to open or run his plan to make a liquor store. Put on here means to place something or somebody.
“Called him to tell him to come over to the show, gonna put on a show for the man. Just what he wants to see…”(P. 655)
“…I’m going to put on the show Mama.”(P. 656)
Almost in the end of the play, Walter said that he called Mr. Lindner from Clybourne Park Housing to come to their house. Put on in both sentences are to give an answer or to give a responsibility.
b. Ruth Younger
“…Oh, Bennie-I meant to put a special note on that carton over there…”(P. 641)
At that time Ruth was finishing up the family’s packing. It was a moving day. Beneatha entered the room and suddenly Ruth remembered something. Put on here means to attach; to stick.
c. Lena “Mama” Younger
“Well, go get mine and put it on.”(P. 613)
Beneatha sat on a chair and Mama entered the room where Beneatha and Ruth were talking. She saw that Beneatha just wore simple dress. Put on here means to wear.
“I ain’t meddling. (pause) Put a lot of nice butter on it…”(P. 614)
Mama suggested about her grandson, Travis, about his food in that fall season. Ruth tried to explain that she had fed her boy with good food. Put on here means to add; to give an additional to something with something.
In addition to the descriptions above, the writer may say that the phrase ‘put-on’ means to wear something, to stick or attach, to place something or somebody and also to give a responsibility or an answer. The phrasal verbs ‘put-on’ is a separable phrasal verb and can be separated by a noun or pronoun.
CONCLUSION AND SUGGESTION
A. Conclusion
Phrasal verbs, although, are not as complex as idioms, but they are important for non-native speakers who have limitation in mastering the parts of speech even the phrases become the basis of studying and mastering English.
B. Suggestion
Based on the above analysis, the writer tries to have the following suggestions:
1.For the students who want to use phrasal verbs as the theory, probably they can search in the electronic media, because it seems to be a trend to use the media for the improvement of English study.
2.For those who want to make further research using phrasal verbs, they have to read more structures and dictionaries. In English there are also verbs and prepositions combinations which are almost the same as phrasal verbs but they are different. There is a difference between phrasal verbs and verb + preposition. This difference is attracted to be analyzed.
3.The writer suggests the readers who are interested in searching phrasal verbs; they can find more explanations and information from many different-respective references.
Finally, the writer hopes this study will be useful for the future improvement of studying phrasal verbs in English Department, especially in the faculty of Adab and Humanities, ‘Syarif Hidayatullah’ State Islamic University Jakarta.
BIBLIOGRAPHY
Azar, Betty. S., Fundamentals of English Grammar, New Jersey: Prentice Hall Inc., 1992, 2nd ed.
Biber, Douglas, et al., Longman Grammar of Spoken and Written English, London: Pearson education Limited, 1999.
Chalker, Sylvia and Weiner, Edmund, The Oxford of Dictionary of The English Grammar, Oxford: Oxford University Press.
Dixson, Robert. J., Essential Idiom in English, United States of America: Regents Publishing Company, 1981.
Francis,.W. Nelson, The Structure of American English, New York: The Ronald Press Company, 1958.
Frank, Marcella, Modern English: a practical reference guide, New Jersey: Prentice Hall Inc., 1972.
Frank, Marcella, Modern English, New Jersey: Prentice Hall Inc., 1972.
Hornby, A.S., Oxford Advanced Learners’ Dictionary of Current English, Oxford: Oxford University Press, 1995.
Makkai, Adam, Idiom Structure In English, Chicago: University of Illinois, 1972.
Parrot, Martin, Grammar for English Language Teacher, Cambridge: Cambridge University Press, 2000.
Riley, Kathryn and Parker, Frank, English grammar: Prescriptive, Descriptive, Generative, Performance, Massachusets: A Pearson Education Company, 1998.
Sumarsono, M.Ed., Prof. Dr. dan Partana M.Hum., Paina, Drs, Sosiolinguistik, Yogyakarta: SABDA Lembaga Studi Agama, Budaya dan Perdamaian dan PUSTAKA PELAJAR, 2002.
(Jakarta, June 22, 2007-rewrite- Cikarang, July 23, 2009)
In English structure there are some parts which equip one and another and also cannot be dissociated, both are included in union, we call them ‘part of speech’. According to Oxford Advanced Learners’ Dictionary, “Parts of speech is each of classes in to which the words of a language are divided according to grammar”1. Prescriptive grammar is, ultimately, based on grammatical classifications established in antiquity by the Greeks and Romans. The Greeks were the innovators, they gave many contributions to the development of English language, from its words, linguistic and the alphabetic writing system, which was conceived during the first millennium B.C. and is the parent alphabet of the most widely used systems today.
One of major contributions of the Greeks was the investigation and establishment of the concept “parts of speech”. The investigation needed many years to get nowadays form of parts of speech, “It was not until nearly 1700 years later that we were finally to get the eight parts of speech we generally recognize today”2, it was investigated by five linguists from different places and time. “The parts of speech are not in any way absolute. The number and description of the parts of speech depends upon the theoretical orientation of the linguist and the language being described”3. In addition, the traditional eight parts of speech in English are based almost entirely on analyses of Greek and Latin.
Today, parts of speech are divided become eight parts, which verb is one of them, a verb in a sentence generally function as a predicate. According to Marcella Frank “verb is the grammatical ‘center’ of a sentence, the verb appears after the subject and before any type of compliments in the predicates”4. In Oxford Advanced Learners’ Dictionary, “verb is a word or phrase indicating an action, an event or a state”5.
On the other hand, in verb itself there is –what we call- phrasal verb, that is a represent of a merger between verb + particles. The particles can be in a form of preposition or adverb or even both, phrasal verbs are verbs which consist of two or sometimes three words, phrasal verbs can be conceived as multiword-verbs. In her book, Betty Schrampfer Azar said that, “the term of phrasal verbs refer to adverb and preposition which together have a special meaning, phrasal verbs are also called two-word verbs”6.
A. Parts of Speech
1. Definition of Parts of Speech
English language is one of many languages which has complex structures and it can be divided in a few parts. Each part develops each others and makes good sentences, as written by W. Nelson Francis, “By grammatical structure is by meant the organizing of morphemes and words into larger meaningful utterances. Grammar, then, can be defined as the branch of linguistics which deals with the organization of morphemic units into meaningful combinations larger than words.”7, although practically there are still many mistakes made by English speakers even native speakers, usually they make mistakes in either their conversations or informal letters, the Linguists said that they are using the informal English, but the writer will not talk about formal or informal English in English users circumstances. It is also important to be recognized of the using of correct structures in a sentence, either in writing or speaking, depends on the social level and the educational background of the language user itself.
To classify words in one or more sentences traditionally we can also use semantic, or meaning-based, definitions to classify the words. Kathryn Riley and Frank Parker said in their book, “In studying grammar …, we probably encountered a semantic, or meaning-based, definition of the different part of speech”8. Different with Marcella Frank, “The sentence may be further divided according to the function each word has in the subject-predicate relationship. Each of these functions is classified as a different part of speech”9. This approach of classifying words is generally associated with prescriptive grammar. For example, some commonly used semantic definitions for noun and verb as given below.
Noun : a word used to name anything
Verb : a word used to express action or being
(Adapted from House and Harman, pp. 20 and 93)10.
But we will find some problems with semantic definition, accordingly to meaning-based, how can we consider whether love, confession and entertainment are nouns or verbs? Even though all those words are classified as nouns, yet they name a “thing” only in the broadest interpretation of the term. In fact, when including the word “anything” in the definition so vague that it is virtually useless. Another example is a word like jogging is best classified as a noun, or as a verb? It names a “thing” that many people do, but it also expresses an action. Riley and Parker write in their book “…, the semantic definitions associated with prescriptive grammar work in some cases, but are too limited and imprecise for classifying a great many other words”11. For this reason, parts of speech were made for a different approach for classifying words. Instead of focusing on the meaning of a word, with the descriptive approach which tends to focus more on the word’s form and behavior: “properties such as the endings that can be attached to the word, its ability to occur in the phrase as certain other words, and so on”12.
So what is the meaning of parts of speech? According to Sylvia Chalker and Edmund Weiner, Parts of Speech is a member of a class of words with shared grammatical characteristics that distinguish them from others13. In other words, the writer can say that Parts of Speech is a classification of words according to grammatical or structural characteristics that differ them from one and another.
2. Function of Parts of Speech
On the other side, Riley and Parker write that parts of speech or word classes are divided become two, the form classes and structure classes. “The form classes are those that carry the primary meaning in a sentence: nouns, verbs, adjectives, and adverbs. They are called form classes because they change “form” (e.g., boy/boys). In contrast, the structure classes are those whose primary function is to build grammatical structure rather than convey meaning. The structure classes include pronouns, conjunctions, auxiliary verbs, determiners and prepositions. They are called structure classes because they provide supporting “structure” for the form classes (e.g., from boys, with boys, to boys). An often used analogy is that the form classes are the “bricks” of a sentence, while the structure classes are the “mortar” that holds the bricks together”14.
Riley and Parker in their book also write some general characteristics of the form classes and the structure classes, as written below:
1). General Characteristics of The Form Classes.
Form classes are open sets. New members can be added by borrowing from other languages (e.g., chic comes from French) or by word-formation methods such as compounding (e.g., sightsee from sight + see), clipping (e.g., bra from brassiere), and blending (e.g., smog from smoke + fog). However, it is difficult to find a structure class word, such as a preposition, that we have borrowed from another language.
Form classes often undergo functional shift. For example, a noun may function adjectivally, as in the phrase a stone wall. However it is hard to find a structure class word, such as conjunction, functioning as another parts of speech.
Form class words need not co-occur with structure class words. For example, not all nouns require an article (e.g., honesty), likewise, not all verbs require an auxiliary (e.g., drove). However, articles always require nouns, and auxiliary verbs always require main verbs.
2). General Characteristics of The Structure Classes.
Structure classes are not closed sets. In contrast with the form classes, the structure classes rarely add new members. While form classes are large (and, in fact, have a potentially infinite size), structure classes have a relatively small and finite number of members (e.g., conjunctions include and, but, or, and a handful of other words).
Structure classes generally do not change form. The conjunction and, for example, takes no inflection or derivational affixes. (The exception to this general rule is the auxiliary verbs, which can have both tensed and participial forms). In contrast, as we have seen, form class words can undergo changes in form by means of inflections and derivation.
Structure classes occur in a limited and fixed position with respect to the associated form class words. For example, determiners normally occur only as the first item in a noun phrase (e.g., the coffee).
Structure class words do not tend to undergo functional shift. A form class word like horse can function not only as a noun (That horse is fast) but also an adjectival (We bought a horse trailer) or a verbal (They are horsing around). In contrast, structure class words tend to serve only their primary function.
Structure classes must co-occur with form class words. For example, although not all nouns require an article, all articles require a noun15.
Parts of Speech
Form Classes
(e.g., Noun, Verb, Adjective)
Open sets
Change form
Undergo functional shift
Occurs independently of structure words.
Structure Classes
(e.g., Conjunction, Preposition)
Closed sets
Do not change form
Do not undergo functional shift
Occur only with form class words
3 Varieties of Parts of Speech
Varieties is a plural form of variety which means a class of things that differ from others in the same general group. There are many analyses about varieties of parts of speech, as Sylvia Chalker and Edmund Weiner have written that “There is no single correct way of analyzing words into parts of speech (more usually today called word classes or form classes). The boundaries between different groups are not always clear. Generally recognized are nouns, verbs, pronouns, adverbs, conjunctions, prepositions, and interjections. Other categories are articles and determiners”16.
B. Phrasal Verbs
1. Definition of Phrasal Verbs
This research is more focusing on the using of phrasal verbs in the dialogue of the play, such as those which have been mentioned above, phrasal verbs are more or even are only used in informal English and have their own meaning differ from meaning of either verb or particle (preposition or adverb) itself, furthermore, Adam Makkai has written, “Some combinations have nominalized versions which may or may not be sememically related to the corresponding (if there is one) original combination; e.g., the take off was smooth, where the noun take-off is the nominalized version of a corresponding phrasal verb idiom to take off meaning ‘become airborne’. Both of these contrasts with the literal constitute take off as in take it off the shelf! In some nominalized versions of the original combination verb + adverb the order of the constituents is reversed and we have pattern adverb + verb. (E.g., upbringing from the idiom bring up ‘to rear’ and updo ‘woman’s hairdo swept up from the nape of the neck’ which has a corresponding idiom do up meaning fasten arrange’.)”17. In Oxford Dictionary Of English Grammar, ”phrasal verb is an umbrella term for different kinds of multiword verbs. Some analysis makes metaphorical (or idiomatic) meaning a criterion for phrasal verbs, excluding combinations which have a transparent literal meaning”18.
Martin Parrot said, “One verb may combine with different particles to give multiword verbs with different meanings (e.g., break away, break in, break down). Other verbs combine only with one particle and generally only have one meaning (e.g., ‘The man broke down under police interrogation’ or ‘I broke the chapter down into smaller units’). The meaning of multiword verbs is not the same as the independent meaning of the particle(s), e.g., come to ‘regain conciousness ; is not about coming or to’”19.
More simplify, phrasal verbs is a unification from verb with preposition or adverb or even both, has its own self-supporting and separate meaning.
Overall frequency of phrasal verbs ; per million words
Each ● represents 10020
CONV ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
FICT ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
NEWS ● ● ● ● ● ● ● ● ● ● ● ● ● ●
ACAD ● ● ● ● ● ● ● ●
Note : CONV : the using of phrasal verbs in conversation.
FICT : the using of phrasal verbs in fiction.
NEWS : the using of phrasal verbs in news.
ACAD : the using of phrasal verbs in academic writing or speaking.
2. Categories of Phrasal Verbs
Phrasal verbs or multiword verbs are divided become two parts, those are separable, which can be dissociated by another words generally by a pronoun or noun, Robert J. Dixson said in his book, “In English, certain idioms among those of the ‘two-word verb’ class are separable by their direct object is placed between the verb and it’s accompanying prepositional particle.”21, and non-separable (cannot be dissociated) generally by a noun or pronoun, while in separable phrasal verbs a noun lays between verb and particle.
For instance, the example of separable phrasal verbs, such as;
a). Put off, can be “We put off our trip” or “We put our trip off”.
b). Turn on, can be “I turned on the light” or “I turned the light on”.
c). Throw away, can be “He throws away the paper” or “He throws the paper away”,
etc, otherwise, there is a clue given by Robert J. Dixson that,” …the great majority of two word idioms (phrasal verbs) using the particles out and up are separable”22 .
and non-separable phrasal verbs are,
a). Run into, can be “I run into my old friend yesterday”.
b). Get on, can be “I get on the train”.
In a sentence, phrasal verbs can be the form of transitive (has an object) for example : bring up, carry out, find out, pick up, take out, turn on. Next can be the form of intransitive (does not have an object) e.g., break down, come along, come on, hold on and shut up. This matter depends on phrasal verbs that used in a sentence. For instance, below is the example of transitive phrasal verbs;
a). “Because you might find out it works”.
b). “He put on his business suit and coat”.
c). “He took up the post at Royal Waterloo”.
Then, intransitive phrasal verbs;
a). “Come on, tell me about nick”.
b). “Oh shut up, you’re so cruel”.
c). “But than this damn college kid asked if he could come along”.
d). “Hold on! What are doing there?”
The most common phrasal verbs:
The large majority of common phrasal verbs are activity verbs.
Other common verbs occurring more than ten times per million words:
a. activity intransitive - get on, look out, move in, step up, walk in;
b. activity transitive – bring in, build in, fill in, keep up, pull up, pull down, put in, put up, set out, sort out, take away, take in, take out, turn on, wake up, work out;
c. mental transitive – make out;
d. communication transitive – bring up, call in;
e. occurrence intransitive – break down, grow up, set in;
f. aspectual intransitive – carry on, go ahead, hang on;
g. aspectual transitive – keep on, start off.
There are relatively few common phrasal verbs from the domain of mental, communication, occurrence, and aspectual verbs.
Intransitive phrasal verbs are particularly common in conversation and fiction, but extremely rare in news and academic prose.
The transitive verb come on in conversation is the single most common phrasal verbs23.
C. Sociolinguistics
1. Definition of Sociolinguistics
Sociolinguistics was taken from two words, those were social and linguistics. Socio means society, people and folk, linguistics means a study of languages. As according to what Prof. Dr. Sumarsono, M.Ed. and Drs. Paina Partana, M.Hum. have written in their book “Sosiolinguistik” that “Sosio- adalah masyarakat, dan linguistic adalah kajian bahasa”24. Therefore, sosiolinguistics is the study of language as part of culture and society or in Bahasa means kajian bahasa sebagai bagian dari kebudayaan dan masyarakat25.
2. Sociolinguistics Theory
In this research, the writer used the sociolinguistics theory to analyze the phrasal verbs that used by all characters in ‘A Raisin In The Sun’ play written by Lorraine Hansberry. By using this theory the writer tried to analyze the phrasal verbs according to the sentence context.
D. Understanding of the Play
1. Character of the Play
The ‘A Raisin In The Sun’ play described the struggle of Afro-Americans in 1950’s that struggled for their rights, the rights as citizens of the United State of America, the rights of education and a better life. Even in Abraham Lincoln era the Apartheid problem had been solved, though it was not in all parts of the American life and it became the major topic in over decades. In 1950’s, there was a social-jealousy of the Afro-Americans to the White-American that made their life became unstable, unbearable, and only few of the Afro-Americans could get a better life or other words ‘rich’.
At that time, the Afro-Americans in many ways were left behind. Therefore according to the play the writer can get some information that some of them tried to have their rights back, some of them lived in poverty and uneducated and small numbers of them sought their self-identity as Africans.
2. Character of the Dialogues
Most of the dialogues used phrasal verbs that were one of the interesting parts in this play. As most of the characters in this play were uneducated, nevertheless, it could be found that the dialogues were not structurally true or correct. Many of the words, phrases even sentences were written in informal English. Probably, it happened because of the characteristics of the characters in this play.
A. Parts of Speech
1. Definition of Parts of Speech
English language is one of many languages which has complex structures and it can be divided in a few parts. Each part develops each others and makes good sentences, as written by W. Nelson Francis, “By grammatical structure is by meant the organizing of morphemes and words into larger meaningful utterances. Grammar, then, can be defined as the branch of linguistics which deals with the organization of morphemic units into meaningful combinations larger than words.”26, although practically there are still many mistakes made by English speakers even native speakers, usually they make mistakes in either their conversations or informal letters, the Linguists said that they are using the informal English, but the writer will not talk about formal or informal English in English users circumstances. It is also important to be recognized of the using of correct structures in a sentence, either in writing or speaking, depends on the social level and the educational background of the language user itself.
To classify words in one or more sentences traditionally we can also use semantic, or meaning-based, definitions to classify the words. Kathryn Riley and Frank Parker said in their book, “In studying grammar …, we probably encountered a semantic, or meaning-based, definition of the different part of speech”27. Different with Marcella Frank, “The sentence may be further divided according to the function each word has in the subject-predicate relationship. Each of these functions is classified as a different part of speech”28. This approach of classifying words is generally associated with prescriptive grammar. For example, some commonly used semantic definitions for noun and verb as given below.
Noun : a word used to name anything
Verb : a word used to express action or being
(Adapted from House and Harman, pp. 20 and 93)29.
But we will find some problems with semantic definition, accordingly to meaning-based, how can we consider whether love, confession and entertainment are nouns or verbs? Even though all those words are classified as nouns, yet they name a “thing” only in the broadest interpretation of the term. In fact, when including the word “anything” in the definition so vague that it is virtually useless. Another example is a word like jogging is best classified as a noun, or as a verb? It names a “thing” that many people do, but it also expresses an action. Riley and Parker write in their book “…, the semantic definitions associated with prescriptive grammar work in some cases, but are too limited and imprecise for classifying a great many other words”30. For this reason, parts of speech were made for a different approach for classifying words. Instead of focusing on the meaning of a word, with the descriptive approach which tends to focus more on the word’s form and behavior: “properties such as the endings that can be attached to the word, its ability to occur in the phrase as certain other words, and so on”31.
So what is the meaning of parts of speech? According to Sylvia Chalker and Edmund Weiner, Parts of Speech is a member of a class of words with shared grammatical characteristics that distinguish them from others32. In other words, the writer can say that Parts of Speech is a classification of words according to grammatical or structural characteristics that differ them from one and another.
2. Function of Parts of Speech
On the other side, Riley and Parker write that parts of speech or word classes are divided become two, the form classes and structure classes. “The form classes are those that carry the primary meaning in a sentence: nouns, verbs, adjectives, and adverbs. They are called form classes because they change “form” (e.g., boy/boys). In contrast, the structure classes are those whose primary function is to build grammatical structure rather than convey meaning. The structure classes include pronouns, conjunctions, auxiliary verbs, determiners and prepositions. They are called structure classes because they provide supporting “structure” for the form classes (e.g., from boys, with boys, to boys). An often used analogy is that the form classes are the “bricks” of a sentence, while the structure classes are the “mortar” that holds the bricks together”33.
Riley and Parker in their book also write some general characteristics of the form classes and the structure classes, as written below:
1). General Characteristics of The Form Classes.
Form classes are open sets. New members can be added by borrowing from other languages (e.g., chic comes from French) or by word-formation methods such as compounding (e.g., sightsee from sight + see), clipping (e.g., bra from brassiere), and blending (e.g., smog from smoke + fog). However, it is difficult to find a structure class word, such as a preposition, that we have borrowed from another language.
Form classes often undergo functional shift. For example, a noun may function adjectivally, as in the phrase a stone wall. However it is hard to find a structure class word, such as conjunction, functioning as another parts of speech.
Form class words need not co-occur with structure class words. For example, not all nouns require an article (e.g., honesty), likewise, not all verbs require an auxiliary (e.g., drove). However, articles always require nouns, and auxiliary verbs always require main verbs.
2). General Characteristics of The Structure Classes.
Structure classes are not closed sets. In contrast with the form classes, the structure classes rarely add new members. While form classes are large (and, in fact, have a potentially infinite size), structure classes have a relatively small and finite number of members (e.g., conjunctions include and, but, or, and a handful of other words).
Structure classes generally do not change form. The conjunction and, for example, takes no inflection or derivational affixes. (The exception to this general rule is the auxiliary verbs, which can have both tensed and participial forms). In contrast, as we have seen, form class words can undergo changes in form by means of inflections and derivation.
Structure classes occur in a limited and fixed position with respect to the associated form class words. For example, determiners normally occur only as the first item in a noun phrase (e.g., the coffee).
Structure class words do not tend to undergo functional shift. A form class word like horse can function not only as a noun (That horse is fast) but also an adjectival (We bought a horse trailer) or a verbal (They are horsing around). In contrast, structure class words tend to serve only their primary function.
Structure classes must co-occur with form class words. For example, although not all nouns require an article, all articles require a noun34.
Parts of Speech
Form Classes
(e.g., Noun, Verb, Adjective)
Open sets
Change form
Undergo functional shift
Occurs independently of structure words.
Structure Classes
(e.g., Conjunction, Preposition)
Closed sets
Do not change form
Do not undergo functional shift
Occur only with form class words
3 Varieties of Parts of Speech
Varieties is a plural form of variety which means a class of things that differ from others in the same general group. There are many analyses about varieties of parts of speech, as Sylvia Chalker and Edmund Weiner have written that “There is no single correct way of analyzing words into parts of speech (more usually today called word classes or form classes). The boundaries between different groups are not always clear. Generally recognized are nouns, verbs, pronouns, adverbs, conjunctions, prepositions, and interjections. Other categories are articles and determiners”35.
B. Phrasal Verbs
1. Definition of Phrasal Verbs
This research is more focusing on the using of phrasal verbs in the dialogue of the play, such as those which have been mentioned above, phrasal verbs are more or even are only used in informal English and have their own meaning differ from meaning of either verb or particle (preposition or adverb) itself, furthermore, Adam Makkai has written, “Some combinations have nominalized versions which may or may not be sememically related to the corresponding (if there is one) original combination; e.g., the take off was smooth, where the noun take-off is the nominalized version of a corresponding phrasal verb idiom to take off meaning ‘become airborne’. Both of these contrasts with the literal constitute take off as in take it off the shelf! In some nominalized versions of the original combination verb + adverb the order of the constituents is reversed and we have pattern adverb + verb. (E.g., upbringing from the idiom bring up ‘to rear’ and updo ‘woman’s hairdo swept up from the nape of the neck’ which has a corresponding idiom do up meaning fasten arrange’.)”36. In Oxford Dictionary Of English Grammar, ”phrasal verb is an umbrella term for different kinds of multiword verbs. Some analysis makes metaphorical (or idiomatic) meaning a criterion for phrasal verbs, excluding combinations which have a transparent literal meaning”37.
Martin Parrot said, “One verb may combine with different particles to give multiword verbs with different meanings (e.g., break away, break in, break down). Other verbs combine only with one particle and generally only have one meaning (e.g., ‘The man broke down under police interrogation’ or ‘I broke the chapter down into smaller units’). The meaning of multiword verbs is not the same as the independent meaning of the particle(s), e.g., come to ‘regain conciousness ; is not about coming or to’”38.
More simplify, phrasal verbs is a unification from verb with preposition or adverb or even both, has its own self-supporting and separate meaning.
Overall frequency of phrasal verbs ; per million words
Each ● represents 10039
CONV ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
FICT ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
NEWS ● ● ● ● ● ● ● ● ● ● ● ● ● ●
ACAD ● ● ● ● ● ● ● ●
Note : CONV : the using of phrasal verbs in conversation.
FICT : the using of phrasal verbs in fiction.
NEWS : the using of phrasal verbs in news.
ACAD : the using of phrasal verbs in academic writing or speaking.
2. Categories of Phrasal Verbs
Phrasal verbs or multiword verbs are divided become two parts, those are separable, which can be dissociated by another words generally by a pronoun or noun, Robert J. Dixson said in his book, “In English, certain idioms among those of the ‘two-word verb’ class are separable by their direct object is placed between the verb and it’s accompanying prepositional particle.”40, and non-separable (cannot be dissociated) generally by a noun or pronoun, while in separable phrasal verbs a noun lays between verb and particle.
For instance, the example of separable phrasal verbs, such as;
a). Put off, can be “We put off our trip” or “We put our trip off”.
b). Turn on, can be “I turned on the light” or “I turned the light on”.
c). Throw away, can be “He throws away the paper” or “He throws the paper away”,
etc, otherwise, there is a clue given by Robert J. Dixson that,” …the great majority of two word idioms (phrasal verbs) using the particles out and up are separable”41 .
and non-separable phrasal verbs are,
a). Run into, can be “I run into my old friend yesterday”.
b). Get on, can be “I get on the train”.
In a sentence, phrasal verbs can be the form of transitive (has an object) for example : bring up, carry out, find out, pick up, take out, turn on. Next can be the form of intransitive (does not have an object) e.g., break down, come along, come on, hold on and shut up. This matter depends on phrasal verbs that used in a sentence. For instance, below is the example of transitive phrasal verbs;
a). “Because you might find out it works”.
b). “He put on his business suit and coat”.
c). “He took up the post at Royal Waterloo”.
Then, intransitive phrasal verbs;
a). “Come on, tell me about nick”.
b). “Oh shut up, you’re so cruel”.
c). “But than this damn college kid asked if he could come along”.
d). “Hold on! What are doing there?”
The most common phrasal verbs:
The large majority of common phrasal verbs are activity verbs.
Other common verbs occurring more than ten times per million words:
a. activity intransitive - get on, look out, move in, step up, walk in;
b. activity transitive – bring in, build in, fill in, keep up, pull up, pull down, put in, put up, set out, sort out, take away, take in, take out, turn on, wake up, work out;
c. mental transitive – make out;
d. communication transitive – bring up, call in;
e. occurrence intransitive – break down, grow up, set in;
f. aspectual intransitive – carry on, go ahead, hang on;
g. aspectual transitive – keep on, start off.
There are relatively few common phrasal verbs from the domain of mental, communication, occurrence, and aspectual verbs.
Intransitive phrasal verbs are particularly common in conversation and fiction, but extremely rare in news and academic prose.
The transitive verb come on in conversation is the single most common phrasal verbs42.
C. Sociolinguistics
1. Definition of Sociolinguistics
Sociolinguistics was taken from two words, those were social and linguistics. Socio means society, people and folk, linguistics means a study of languages. As according to what Prof. Dr. Sumarsono, M.Ed. and Drs. Paina Partana, M.Hum. have written in their book “Sosiolinguistik” that “Sosio- adalah masyarakat, dan linguistic adalah kajian bahasa”43. Therefore, sosiolinguistics is the study of language as part of culture and society or in Bahasa means kajian bahasa sebagai bagian dari kebudayaan dan masyarakat44.
2. Sociolinguistics Theory
In this research, the writer used the sociolinguistics theory to analyze the phrasal verbs that used by all characters in ‘A Raisin In The Sun’ play written by Lorraine Hansberry. By using this theory the writer tried to analyze the phrasal verbs according to the sentence context.
D. Understanding of the Play
1. Character of the Play
The ‘A Raisin In The Sun’ play described the struggle of Afro-Americans in 1950’s that struggled for their rights, the rights as citizens of the United State of America, the rights of education and a better life. Even in Abraham Lincoln era the Apartheid problem had been solved, though it was not in all parts of the American life and it became the major topic in over decades. In 1950’s, there was a social-jealousy of the Afro-Americans to the White-American that made their life became unstable, unbearable, and only few of the Afro-Americans could get a better life or other words ‘rich’.
At that time, the Afro-Americans in many ways were left behind. Therefore according to the play the writer can get some information that some of them tried to have their rights back, some of them lived in poverty and uneducated and small numbers of them sought their self-identity as Africans.
2. Character of the Dialogues
Most of the dialogues used phrasal verbs that were one of the interesting parts in this play. As most of the characters in this play were uneducated, nevertheless, it could be found that the dialogues were not structurally true or correct. Many of the words, phrases even sentences were written in informal English. Probably, it happened because of the characteristics of the characters in this play.
This research is about “The Phrasal Verbs” which were found in the Drama of ‘A Raisin In The Sun’ written by Lorraine Hansberry. This research applied the library research. Through this research, it is expected that the readers know more about the phrasal verbs on the basis of structural theories and can be useful for them in the advancement of their knowledge. For the reason above, the writer used some theories as the basis of exploring the study of the Phrasal Verbs, some of the theories were:
1)Separable Phrasal Verbs, which can be dissociated by another words generally by a pronoun or noun,
2) Non-separable, (cannot be dissociated) generally by a noun or pronoun, while in separable phrasal verbs a noun lays between verb and particle.
3)Transitive Phrasal Verbs, (has an object) for example : bring up, carry out, find out, pick up, take out, turn on.
4)Intransitive Phrasal Verbs, (does not have an object) e.g., break down, come along, come on, hold on and shut up. This matter depends on phrasal verbs that used in a sentence.
In this chapter, the writer limited himself to compile the using of phrasal verbs in ‘A Raisin In The Sun’ play written by Lorraine Hansberry. The data were categorized into separable or non-separable of phrasal verbs and transitive or intransitive of phrasal verbs (table I). Then, the data were selected to find out which ones were more dominant in their usage (table II). In these findings, the writer will discuss the data description and the data analysis.
A.Data Description.
In this play, almost all of the characters used phrasal verbs and the writer has tabulated all phrasal verbs used by each character in this play. The writer tabulated the compiled data as follows;
Table 1. The Utilized Phrasal Verbs
No
Characters
The Types of Phrasal Verbs
Example in The Dialogues
Separable
Non-Separable
Transitive
Intransitive
1
Walter Younger
1. Back up
√
−
−
√
"A man needs a woman to back him up."(p.610)
2. Build up
√
−
√
−
"…don't understand about building their men up and…"
(P. 611)
3. Come on
−
√
−
√
"..Oh-come on in. You know my wife?"(P. 648
4. Come out
−
√
−
√
"..we's ain't gwine come out deh.."(P.656)
5. Come up
−
√
−
√
"…and I'll come up the steps to the house…"(P.640)
6. Figure out
√
−
√
−
"Have we figured out yet just exactly.."(P.612)
7. Fill up
√
−
√
−
"…what the hell you learning there?Filling up you heads
.." (P. 632)
8. Fool around
−
√
−
√
"I can't be being late to work on account of him fooling
around in there."(P.607)
9. Get down
√
−
√
−
"..I'll just get down on my black knees.."(P.656)
10. Get in
−
√
−
√
"…I can't even get in there yet?"(P.607)
11. Get on
−
√
−
√
"…nobody expects you to get on your knees" (P.612)
12. Get out
−
√
−
√
"Get out of my house, man." (P.645)
13. Go ahead
−
√
−
√
"…Go ahead!..."(P.643)
14. Go in
−
√
−
√
"..Travis didn't want to go in with us.."(P.647)
15. Go off
−
√
−
√
"I want to go off somewhere and be myself.."(P.626)
16. Go out
−
√
−
√
"…when she has to go out of here.."(P.626
17. Look into
−
√
−
√
"…spend your life looking into things and…"(P.655)
18. Make out
√
−
√
−
(to George) how's your oldman making out?"(P. 632)
19. Make up
√
−
√
−
"I just wondered if you've made up your mind.."(P.612
20. Pay off
√
−
√
−
"… in this world 'less you pay somebody off."(P. 610)
21. Put on
√
−
√
−
"Gonna put on a show for the man."
22. Pull up
√
−
√
−
"…and I'll pull on the car up the driveway…"(P.640)
23. Run out
−
√
−
√
"…But I think he's kind of running out of ideas, now"
(P.632)
24. Set off
√
−
√
−
"…set off another bomb yesterday."(P.607)
25. Sit in
−
√
−
√
"..he'll find himself sitting in a dungeon…"(P.655)
26. Shut up
√
−
√
−
"…Shut up!..I'm digging them drums.."(P.630)
27. Stay up
−
√
−
√
"…and cry about it anvd stay drums.."(P.630)
28. Strectch out
√
−
−
√
"I can see the future stretched out in front of me"(P.628)
29. Squeeze up
√
−
−
√
"…just a bunch of hustling people all sqeezed up…"
(P. 631)
30. Take over
√
−
√
−
"..how to take over and run the world.."(P.632)
31. Tie up
√
−
√
−
"..Cause we all tied up in a race of people.."(P.633)
32. Get up
−
√
−
√
"You should get up earlier.." (P. 611)
34. Go on
−
√
−
√
"…and he just went on down there without you."(P.649)
35. Put in
√
−
√
−
"…man I put my life in your hands."(P.649)
2
Ruth Younger
1. Close up
√
−
√
−
"And all the stores and things was closed up." (P.641)
2. Come along
−
√
−
√
"Cause he knowsyou going to come along behind him."
(P.613)
3. Come back
−
√
−
√
"She ain't come back yet."
4. Come in
−
√
−
√
"the agency and scream at them"my girl didn't come in"
(P.614)
5. Call up
√
−
√
−
"She'd be calling up the agency and scream.."(P.614)
6. Come on
−
√
−
√
"Come on now boy,it's seven thirty."(P.606)
7. Come out
−
√
−
√
"..and the first person who knocks to tell me to hury up
and come out."(P.641)
8. Get ahead
−
√
−
√
"…Walter Lee say coloured people ain't never going to
start getting ahead 'till they start…"(P.614)
9. Get down
√
−
√
−
"Get down them steps boy." (P.625)
10. Get in
−
√
−
√
"..He ain't hardly got in there good yet."(P. 607)
11. Get on
−
√
−
√
"Get on out of there or you going to be late."(P.609)
12. Get over
−
√
−
√
"If you through eating, you can get over there…"(P.608)
13. Get out
−
√
−
√
"Now you get out of here and get ready for
your beating." (P. 635)
14. Get off
−
√
−
√
"You get your mind off money and eat .."(P.608)
15. Get up
−
√
−
√
"I hopes to God you ain't going to get up here first
thing in…"(P.607)
16. Go ahead
−
√
−
√
"..alright you just go ahead and lay there.."(P. 606)
17. Go into
−
√
−
√
"..Ain't nobody business people 'till they go into
business"(P.614)
18. Go out
−
√
−
√
"You expect this boy to go out with you looking like
that?" (P.630)
19. Go on
−
√
−
√
"Go on away and enjoy yourself some"(P.615)
20. Go in
−
√
−
√
"I got to go in. We need the money."(P.614)
21. Hurry up
−
√
−
√
"I say hurry up, Travis! You ain't only person.."(P.606)
22. Hush up
√
−
√
−
"Hush up now and just eat!" (P.608)
23. Keep out
√
−
√
−
"Keep out of it now, Lena."
24. Keep in
√
−
−
√
"…and it takes a strong woman to keep 'em in hand"
(P. 619)
25.Go off
√
−
√
−
"A thousand times I have told you not to go off like
that." (P. 635)
26. Look out
−
√
−
√
"…Looks chilly out this morning."(P.608)
27. Make up
√
−
√
−
"I can't make up my mind."
28. Mind off
−
√
−
√
"You get your mind off money …"(p.608)
29. Pack up
√
−
−
√
"I'm serious just pack up and leave!"(P.615)
30. Pass up
√
−
√
−
"Anyhow,they was too good a bargain to pass up."
(P.641)
31. Pick on
−
√
√
−
"Bennie, why you always gotta be picking on you
brother?"(P.613)
32. Put into
√
−
√
−
"…we've put enough rent into this rat tarp."(P.615)
33. Put on
√
−
√
−
"Oh, Bennie-I meant to put a special note on that
carton" (P.641)
34. Set off
√
−
√
−
"..everybody say it's got to do with them bombs and
thingsthey keep setting off." (P. 631)
35. Set on
√
−
√
−
"It's just that he got his heart set on that store."(P.614)
36. Shut up
√
−
−
√
"Man, if you don't shut up and…"(P.607)
37. Sit up
√
−
−
√
"…good-for-nothing clowns sitting up running their
Mouths .."(P.607)
38. Sleep in
−
√
−
√
"…that head looking just like chickens slept in it."
(P.608)
39. Slip away
−
√
−
√
"Well, it's strting to slip away from us."(P.634)
40. Wake up
√
−
√
−
"..Lemme see you do some waking up in there now"
(P.606)
3
Travis Younger
1. Come on
−
√
−
√
"Daddy, come on!"
2. Come in
−
√
−
√
"I just came in."
3. Look out
−
√
−
√
"That's right-look out now!"
4. Have on
√
−
√
−
"…like-the ladies always have on in the magazines…
(P.647)
5. Make up
√
−
√
−
"I can't make up my mind."
6. Pull up
√
−
√
−
"The truck just pulled up."
4
Beneatha Younger
1. Come back
−
√
−
√
"How should I know-out hunting or something.Anyway
they are coming back now.."
(P.629)
2. Come in
−
√
−
√
"..Hello..[long pause] well-come in…"(P.622)
3. Come down
−
√
−
√
"..one day a kid named Rufus came down too fast.."
(P.651)
4. Come on
−
√
−
√
"Come on out of there, please!" (P. 612)
5. Fill in
√
−
√
−
"We used to fill them in with snow and make them
smooth" (P.650)
6. Get on
−
√
√
−
"How did I manage to get on everybody's wrong side.."
(P.616)
7. Get over
−
√
√
−
"Get over it? What are you talking about Ruth?"
8. Give up
√
−
√
−
"…Walter, give up;;leave me alone…"(P.612)
9. Go ahead
−
√
−
√
"..But it isn't. Go ahead and laugh.."(P. 623)
10. Go away
−
√
−
√
"You went away." (P.622)
11. Go out
−
√
−
√
"..Nobody asked, consulted me-they just went out and
things." (P. 651)
12. Mixed up
√
−
√
−
"You're getting me all mixed up…"(P. 653)
13. Nail up
√
−
√
−
"..if she wants to buy ship or a horse or a rocket ship or
just nail it up somewhere and look at it."(P. 612)
14. Pick on
−
√
√
−
"…picking on me is not going to make her…"(P.612)
15. Shut up
√
−
−
√
"Shut up." (P. 624)
16. Tie up
√
−
√
−
"..waiting to see if their little bennie is going to tie up the
family with.."(P.617)
17. Put in
√
−
√
−
"But all tryranny in the world will never put a God in
heavens"
18. Give away
√
−
√
−
"He gave away the money, Asagai." (P. 650)
5
Lena Younger
1. Bring up
√
−
√
−
"…You wasn't brought up that way." (P. 618)
2. Call up
√
−
√
−
"Well, let her have it. I'll just call her up and say you got
the flu." (P. 614)
3. Catch up
√
−
−
√
"Yes, a fine man-just couldn't never catch up with his
dreams.."(P. 616)
4. Come down
−
√
−
√
"No-there's something come down between me and
them." (P.619)
5. Come from
−
√
−
√
"How many miles is it from here to where you come
from? (P. 624)
6. Come on
−
√
−
√
"Come on now honey.."(P.622)
7. Come in
−
√
−
√
"Honey, Big Walter would come in here some nights.."
(P. 615)
8. Cheer up
√
−
−
√
"Cheer us all up so that we forget trouble…"(P. 654)
9. Cut up
√
−
√
−
"..otherwise they think you been cut up or something…
(P.614)
10. Drive out
√
−
−
√
"..poeple over there drive out them French…(P. 623)
11. Fall over
−
√
√
−
"..You look like you could fall over right there." (P. 614)
12. Fix up
√
−
√
−
"…I had 'bout buying that house anvd fixing it up…"
(P.615)
13. Get into
√
−
√
−
"What done got into you, girl?" (P. 614)
14. Get over
−
√
√
−
"You better get over there behind the bureau." (P.620)
15. Get out
−
√
−
√
"Boy, get oujt of my face and do some work."(P. 646)
16. Get on
−
√
√
−
"Get on away from me now." (P.646)
17. Get up
−
√
−
√
"Who told you to get up?" (P. 625)
18. Go into
−
√
−
√
"But whether I got into bussi nes selling it to 'em is.."
(P. 614)
19. Go on
−
√
−
√
"He had to go on a little errand." (P.620)
20. Go out
−
√
−
√
"..a child ought to have some hot grits or something
When he goes out in the cold."(P.613)
21. Give up
√
−
√
−
"I'm waiting to see you stand up and look like your
Daddy and say we done give up…" (P.628)
22. Hold on
√
−
√
−
"…and hold on to what you got."(P.654)
23. Lean back
√
−
−
√
"He'd get right in the eyes sometimes, lean his head
back with the water…"(P.616)
24. Lie down
−
√
−
√
"You need to lie down and rest awhile." (P. 622)
25. Lift up
√
−
−
√
"That song always lifts me up so-…" (P. 619)
26. Look after
√
−
√
−
"Girl, you better start eating and looking after yourself
better." (P. 614)
27. Look out
−
√
−
√
"Look out there girl, before you be spilling some..”
(P.620)
28. Make out
√
−
√
−
"Far as I could make out-to Egypt."(P.625)
29. Mess up
√
−
√
−
"Look out now, boy! You make me mess up my thing
here." (P.646)
30. Pick out
√
−
√
−
"We had even picked out the house." (P. 615)
31. Pour into
−
√
−
√
"..and all the money they pour into these churches."
(P.623)
32. Put in
√
−
√
−
"The rest you put in a checking account…" (P. 639)
33. Pull up
√
−
√
−
"…Beneatha, what's the matter with them stockings?
Pull them things up,girl…" (P.658)
34. Push on
−
√
−
√
"..You just got to do something different push on out
and do something bigger." (P.636)
35. Put away
√
−
−
√
"Some of it got to be put away for Benbeatha and her
schoolin'."(P. 615)
36. Put on
√
−
√
−
"Well-go get mine and put it on." (P. 613)
37. Take away
√
−
√
−
"..them French and Englishmen done taken away your
land…" (P. 623)
38. Take in
√
−
√
−
"How come you done taken it in your mind…" (P. 616)
39. Tie up
√
−
√
−
"Seem like you getting to a place wgere you always tied
up.." (P. 627)
40. Put up
√
−
√
−
"..they put up for coloured in them areas way out."
(P. 636)
6
Joseph Asagai
1. Come over
−
√
√
−
"I came over…I had some freetime…"(P.622)
2. Give away
√
−
√
−
"Who gave away what money?"
3. Give up
√
−
√
−
"…So that now you can give up the ailing human race
On account on it…"(P.652)
4. Go away
−
√
−
√
"Why-you were quite glad whan I went away…"(P.622)
5. Get up
√
−
√
−
"Allright, I shall leave you. No don't get up.."(P.653)
6. Rise up
−
√
−
√
"…Three hundred years later the African Prince rose up
Out of the seas…"(P.653)
7. Step out
−
√
−
√
"…but my own black country men..step out of the
shadows …"(P.652)
7
Karl Lindner
1. Set up
√
−
√
−
"…one of these community organizations set up to…"
2. Look after
−
√
√
−
"…these community orga nizations set up to look after
…"
3. Come down
−
√
−
√
"We feel that most the trouble in this world, when you
Come right down to it…"
4. Go around
−
√
√
−
"I'm the chairman … go around and see new people…"
5. Get along
−
√
−
√
"People out there feel that people get along better,…"
6. Make up
√
−
√
−
"…our community is made up of people…"
7. Work out
√
−
√
−
"We couldn't find some way to work this thing out."
8
George Murchison
1. Hurry up
−
√
−
√
"I hope she hurries up."
2. Cut out
√
−
√
−
"..I want you to cut it out."
3. Go on
−
√
−
√
"The world will go on thinking. …"
4. Go out
−
√
−
√
"I don't go out with you…"
9
Bobo
1. Put in
√
−
√
−
"I mean about the money I put in, Walter Lee…"
2. Go down
−
√
−
√
"Willy was going to go down to Springfield…"
3. Go into
−
√
−
√
"That me and Walter went into with Willy Harris."
4. Show up
√
−
−
√
"Willy didn't never show up."
5. Take off
√
−
√
−
" When a cat take off with your money…"
Total
82
82
74
87
Table 2. The Dominance of Phrasal Verbs Used in the Play
Phrasal Verbs
Kinds of Phrasal Verbs
Repentance In The Play
Separable
Non-separable
Transitive
Intransitive
1
Go out
−
√
−
√
14 times
2
Get out
−
√
−
√
9 times
3
Go on
−
√
−
√
9 times
4
Get up
−
√
−
√
8 times
5
Put on
√
−
√
−
8 times
B. Data Analysis
From the tabulated data of the table I, there were found that in the play, there are 14 times for Go out, Get out are 9 times, Go on are 9 times, Come in are 8 time, Get up are 8 times, put in are 8 times and Put on are 8 times. Even though, there are more phrasal verbs that the writer could not write here because of the time-limitation and the focus of the study. The next description is the analysis of the dominant phrasal verbs that are utilized in the play.
1. Go out
According to Oxford Advanced Learner’s Dictionary, it means to leave one’s house to go to social events; to move away from the land; to be sent; to be broadcast on radio or TV; to be announced or published and to stop burning or shining. However, from the play, the go out-phrase is utilized as follows:
a. Walter Younger
“…Yeah and tell it to my wife, Mama, tomorrow when she has to go out of here to look after somebody else’s kids…”(P. 626)
After being disappointed by Mama’s decision, Walter finally got angry and said this to her. Go out here means to leave a house.
“…I have to watch you go out and work in somebody’s kitchen.”(P. 626)
Still in the same time Walter said the phrasal verb again and with the same meaning as before.
“I’m going out!”(P. 626)
“I’m going out!”(P. 626)
He is hardly lost his patience. Those of the speech here have the same meaning as I am going to go out and the meanings are also the same to leave his house to go somewhere.
“I got to go out, Mama−”(P. 626)
Mama tried to make Walter understand about the condition. But Walter seemed not understand it and still wanted to leave the house.
b. Ruth Younger
“You expect this boy to go out with you looking like that?”(P. 630)
When Beneatha and Walter were dancing George entered the house but Beneatha ignored him. Ruth felt ashamed according to this condition and told Beneatha not to do that. Go out here means to have a date.
“I let him go out earlier and he ain’t come back yet. Boy, is he going to get it!”
Mama arrived after going somewhere and asked about her gradson, Travis, to Ruth. Go out in this sentence means going somewhere to play with other boys.
c. Beneatha
“Oh−I like George all right, Mama. I mean I like him enough to go out with him and stuff, but−”(P. 617)
Mama and Ruth asked about her relationship with George. Because, it seemed that George was not someone that she loves, even though, she liked to have a date and went shopping with him. Go out here means to have a date.
“…and God is just one idea I don’t accept. It’s not important. I’m not going out and be immoral or commit crimes because I don’t believe in God…”(P. 618)
Go out in this speech means to get outside of the house and do some activities there.
d. Mama Younger
“…a child ought to have some hot grits or something when he goes out in the cold.”(P. 613)
Mama commented about her grandson, Travis, that he was supposed to get a good food before he went outside either for playing or studying at school. Go out in this speech means to play or get some activities outside of the house.
“Who you going out with tomorrow night?”(P. 617)
Mama asked Beneatha, with whom is she going to go on Saturday night? (The time of this conversation was on Friday morning. Go out here means to have a date.
“…But if anybody asked you ‘bout it you just yell at ‘em and bust out the house and go out and drink somewheres…”(P. 627)
Go out here means to get some activities outside of the house.
“Lord, that’s a pretty thing just went out here!”(P. 624)
Joseph Asagai, one of Beneatha’s friend, had stopped by before he went back to where he studied at a university. Went out here is a past time of go out and it means to exit.
e. George Murchison
“…because this is stupid I don’t go out with you to discuss the nature of “quiet desperation” or…”(P. 637)
After having a date both Beneatha and George got a little quarrel to each other. Go out here means to have a date.
From the above descriptions the word ‘go-out’ means to leave some place, to have a date and to go somewhere. In addition the word ‘go-out’ is a non-separable phrase, because the phrase cannot be separated by an object and it is included as the intransitive verb.
2. Get out
In this play get out was repeated nine times, five times by Walter, three times by Ruth and once Lena “Mama” Younger. The meaning of get out itself is to leave a car; avoid work or an unpleasant activity.
a. Walter Lee Younger
“Never mind how I feel−you got anymore to say ‘bout how people ought to sit down and talk to each other?...Get out of my house, man.”(P. 645)
“Get out”(P. 645)
“Get out”(P. 645)
Those phrasal verbs were said by Walter when a man named Karl Lindner from Clybourne Park came to their house in order to bring back Mama’s money for the down payment of a house in a housing area. Get out here means to force someone to leave a house.
“…And-and oh, Mama−you would have been proud of the way me and Ruth and Bennie acted. We told him to get out….”(P. 655)
“…Lord have mercy! We told the man to get out. Oh, we was some proud folks this afternoon, yeach.”(P. 655)
Walter called up Mr. Karl Lindner to come right over. Walter told his family about what he had done to Mr. Lindner at the time when he came to their house. Get out here has the same meaning with to force someone to leave a house.
b. Ruth Younger
“Walter Lee, why don’t you leave the girl alone and get out of here to work?”(P. 612)
Walter and Beneatha quarreled in that morning, therefore Ruth asked Walter to get out. Get out here means to leave a house.
“Now you get out of here and get ready for your beating.”
Travis went home late that day and Ruth became angry because of it. Get out here means to exit the room.
“…I have to-but we got to move…we got to get out of here…”(P. 654)
Full of desperation, after some amount of money which given to Walter has gone taken by Willy Harris. Get out here means to move to another house or place.
c. Lena ‘Mama’ Younger
“Boy-get out of my face and do some work”(P. 646)
Walter was singing a song when finally Mama got annoyed because of the song. Get out here means to leave someone alone; not to disturb someone.
Then, the writer can say that the phrase ‘get-out’ means to leave by force, to leave somewhere and not to disturb someone. This phrasal verb is separable according to the using of this phrasal verb in conversations and it can be separated by a noun or pronoun.
3. Go on
Next phrasal verb is go on. Go on means to begin one’s performance; to move away from the land. The repeatance of this phrasal verb in the play was 10 times, 5 times repeated by Ruth Younger, 3 times by Mama, once by George, and once by Walter.
a. Ruth Younger
“I’m serious just pack up and leave! Go on away and enjoy yourself.”(P. 615)
Mama thought about what she would do with the insurance money that she would possibly get. Ruth suggested her to go somewhere abroad and have a vacation for herself. Go on here means to let someone to do something.
“You go on out and play now, baby.”(P. 625)
Finally, the money arrived and Mama just could not believe herself about the amount of the money, it was ten thousand dollars. Travis was there at that time, Ruth asked him to go out and play. Go on here means to push someone to do something.
“Oh, let him go on out and drink himself to death…”(P. 627)
Ruth wanted to talk with Walter but he did not want to hear it. Then, Ruth became angry an d left alone. Go on in this speech means to let someone start an activity.
“Well, I guess I might as well go on to bed …”(P. 623)
As usual, Walter a stubborn man had quarreled with Ruth. Go on here means to start an activity.
“…I guess maybe I better go on and do what I started…” (P. 633)
Go on here means to continue doing something. Ruth planned to abort her baby that was two months in pregnancy.
b. Lena ’Mama’ Younger
“She had to go on a little errand.” (P. 620)
It was Saturday morning. When Mama, Benneatha and Travis were cleaning the house, Travis asked his grandmother about his mother, Ruth, where was she? Go on here means to have or to get something checked.
“…I’ll go on out and leave you alone if you want..”(P. 626)
Mama asked Walter to talk with Ruth, his wife, but he seemed did not understand and he said that he could talk to her later. Go on here means to start doing an activity.
“All right, honey-go on down. I be down directly” (P. 659)
It was the moving day, finally, they moved to Clybourne Park. Go on here means to continue doing an activity.
c. George Murchison
“…because the world will go on thinking what it thinks regardless-“(P. 637)
George caught a hard argument with Beneatha. Go on here means to continue doing an activity.
4. Get Up
Get up means arise from bed or a chair. In this play, it was repeated 8 times, 3 times by Walter, 4 times by Ruth and 1 time by Mama.
a. Walter Lee Younger
“…He just going to have to start getting up earlier…”(P. 607)
Walter was angry because Travis was too long in the bath room. Get up here means to awake from sleep.
“You should get up earlier”(P. 611)
Beneatha grumbled to a person who was in the bathroom. Walter replied her with this speech. Get up in this sentence means to awake from sleep.
“You are in it-Don’t you get up and go work in somebody’s kitchen…”(P. 612)
Beneatha and Walter were quarreling when Ruth asked Walter not to drag her in their problem but Walter replied with that speech. Get up in this sentence has the same meaning as above to awake from sleep.
Thus, the writer can say this phrasal verb, ‘go on’, means to let someone doing something, to continue doing something and to start doing an activity. Go-on is one of the non-separable phrasal verbs, because it cannot be dissociated by nouns or pronouns.
5. Put on
Put on means to put clothes on one’s body. It was repeated for 8 times in this play, 5 times by Walter, 1 time by Ruth and 2 times by Mama.
a. Walter Lee Younger
“…Don’t you get up and go work in somebody’s kitchen for the last three years to help put clothes on her back?”(P. 612)
This speech was taken on a Friday morning when Walter was talking with Ruth about Beneatha, Ruth had been working hardly for three years in order to fulfill her sister-in-law’s needs. Put on here means to fulfill; to complete.
“…Mama-look. Old Willy Harris put everything on paper-.“(P. 626)
When Mama and Ruth were talking, suddenly, Walter entered the house and asked whether the insurance money had come or no. Mama seemed a bit angry, but Walter tried to ensure Mama about a business that he was going to run. Put on means to write or has written something.
“…Well, you tell that to my boy tonight when you put him to sleep on the living room couch…”(P. 626)
Still in the same situation as above, Mama and Ruth ignored what Walter want to say. Then, Mama told him that she did not allow him to open or run his plan to make a liquor store. Put on here means to place something or somebody.
“Called him to tell him to come over to the show, gonna put on a show for the man. Just what he wants to see…”(P. 655)
“…I’m going to put on the show Mama.”(P. 656)
Almost in the end of the play, Walter said that he called Mr. Lindner from Clybourne Park Housing to come to their house. Put on in both sentences are to give an answer or to give a responsibility.
b. Ruth Younger
“…Oh, Bennie-I meant to put a special note on that carton over there…”(P. 641)
At that time Ruth was finishing up the family’s packing. It was a moving day. Beneatha entered the room and suddenly Ruth remembered something. Put on here means to attach; to stick.
c. Lena “Mama” Younger
“Well, go get mine and put it on.”(P. 613)
Beneatha sat on a chair and Mama entered the room where Beneatha and Ruth were talking. She saw that Beneatha just wore simple dress. Put on here means to wear.
“I ain’t meddling. (pause) Put a lot of nice butter on it…”(P. 614)
Mama suggested about her grandson, Travis, about his food in that fall season. Ruth tried to explain that she had fed her boy with good food. Put on here means to add; to give an additional to something with something.
In addition to the descriptions above, the writer may say that the phrase ‘put-on’ means to wear something, to stick or attach, to place something or somebody and also to give a responsibility or an answer. The phrasal verbs ‘put-on’ is a separable phrasal verb and can be separated by a noun or pronoun.
CONCLUSION AND SUGGESTION
A. Conclusion
Phrasal verbs, although, are not as complex as idioms, but they are important for non-native speakers who have limitation in mastering the parts of speech even the phrases become the basis of studying and mastering English.
B. Suggestion
Based on the above analysis, the writer tries to have the following suggestions:
1.For the students who want to use phrasal verbs as the theory, probably they can search in the electronic media, because it seems to be a trend to use the media for the improvement of English study.
2.For those who want to make further research using phrasal verbs, they have to read more structures and dictionaries. In English there are also verbs and prepositions combinations which are almost the same as phrasal verbs but they are different. There is a difference between phrasal verbs and verb + preposition. This difference is attracted to be analyzed.
3.The writer suggests the readers who are interested in searching phrasal verbs; they can find more explanations and information from many different-respective references.
Finally, the writer hopes this study will be useful for the future improvement of studying phrasal verbs in English Department, especially in the faculty of Adab and Humanities, ‘Syarif Hidayatullah’ State Islamic University Jakarta.
BIBLIOGRAPHY
Azar, Betty. S., Fundamentals of English Grammar, New Jersey: Prentice Hall Inc., 1992, 2nd ed.
Biber, Douglas, et al., Longman Grammar of Spoken and Written English, London: Pearson education Limited, 1999.
Chalker, Sylvia and Weiner, Edmund, The Oxford of Dictionary of The English Grammar, Oxford: Oxford University Press.
Dixson, Robert. J., Essential Idiom in English, United States of America: Regents Publishing Company, 1981.
Francis,.W. Nelson, The Structure of American English, New York: The Ronald Press Company, 1958.
Frank, Marcella, Modern English: a practical reference guide, New Jersey: Prentice Hall Inc., 1972.
Frank, Marcella, Modern English, New Jersey: Prentice Hall Inc., 1972.
Hornby, A.S., Oxford Advanced Learners’ Dictionary of Current English, Oxford: Oxford University Press, 1995.
Makkai, Adam, Idiom Structure In English, Chicago: University of Illinois, 1972.
Parrot, Martin, Grammar for English Language Teacher, Cambridge: Cambridge University Press, 2000.
Riley, Kathryn and Parker, Frank, English grammar: Prescriptive, Descriptive, Generative, Performance, Massachusets: A Pearson Education Company, 1998.
Sumarsono, M.Ed., Prof. Dr. dan Partana M.Hum., Paina, Drs, Sosiolinguistik, Yogyakarta: SABDA Lembaga Studi Agama, Budaya dan Perdamaian dan PUSTAKA PELAJAR, 2002.
(Jakarta, June 22, 2007-rewrite- Cikarang, July 23, 2009)
Senin, 20 Juli 2009
For Father
Satu daun gugur di saat musim kemarau yang membuat hati menjadi bertambah gersang tanpa lindungannya . ia dulu senantiasa menghembuskan semilir angin yang menggoda hati untuk terus maju menatap hari yang penuh mimpi. Mimpi-mimpi yang dulu terlantar tak terhiraukan lagi. Terlantar dan nyaris hancur oleh kerasnya kehidupan yang tak kenal lelah merajam dan mengerogoti tiap senti persendian. Nyaris lumpuh tak terperikan. Terkapar tanpa belas kasihan. Kasih dan sayangnya takkan memudar oleh zaman yang terus menerus menempa keteguhan hati. Keteguhan hati yang juga luruh oleh air waktu. Waktu yang telah menenggelamkan harapan-harapan jiwa yang penuh dengan rencana. Rencana yang dibuat dengan kesungguhan hati. Kasungguhan hati yang sepertinya tiada berarti lagi. Arti adalah yang dicari. Dengan keringat, tangis, dan darah untuk mencari arti dalam pergulatan dunia. Dunia yang penuh dengan kepalsuan membutakan. Kepalsuan yang diciptakan hanya demi sekeping kedamaian. Kedamaian yang menipu diri sendiri. Diri sendiri yang kaku oleh mitos dan sangkaan.
Tapi ia masih ada. Ia titipkan harapan. Harapan di masa depan. Dengan senyumnya kaki melangkah. Dengan ketegasannya tangan mengayun. Dengan hening suaranya,… terus maju.
In Memoriam (for you… Father….(Alm.) Prayudhi, SE …1962-July 18, 2009 )
(Jakarta, July 19, 2009)
Tapi ia masih ada. Ia titipkan harapan. Harapan di masa depan. Dengan senyumnya kaki melangkah. Dengan ketegasannya tangan mengayun. Dengan hening suaranya,… terus maju.
In Memoriam (for you… Father….(Alm.) Prayudhi, SE …1962-July 18, 2009 )
(Jakarta, July 19, 2009)
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