Selasa, 10 November 2015

Makalah Bahasa Inggris English Teaching Development "TEACHING SECONDARY ENGLISH WITH ICT"

CHAPTER I
INTRODUCTION
A.  Background
The role of ICT, in the curriculum is much more than simply a passing trend. It provides a real opportunity for teachers of all phases and subjects to rethink fundamental pedagogical issues alongside the approaches to learning that pupils need to apply in classrooms. In this way it foregrounds the ways in which teachers can match in school the opportunities for learning provided in the home and community. The series is firmly rooted in practice and also explores the theoretical underpinning of the ways in which curriculum content and skills can be developed by the effective integration of ICT in schooling. It addresses the educational needs of the early years, the primary phase and secondary subject areas. The books are appropriate for preservice teacher training and continuing professional development, as well as for those pursuing higher degrees in education.

B.  Problem Formulation
1.       What is relationship between Computers, Literacy And Thinking Together?
2.        How many poin about Computers, Literacy And Thinking Together?
3.        What can technology do for/to English

C.  Destination
1.        To complete on of test  linguistic lesson
2.        To know how ITC used in teaching secondary scool process












CHAPTER II
DISCUSSION
A.  Computers, Literacy And Thinking Together

In this chapter we begin by presenting a particular, socio-cultural perspective on the use of computers in relation to the English curriculum. A socio-cultural perspective on education is one which gives particular attention to the roles of language and other ‘cultural tools’ (Vygotsky 1987) for enabling the development of each new generation. Language is not merely a tool for providing information or facilitating social interaction, it is a tool for collective sense making. It does not merely enable us to interact, it enables us to link minds – to ‘interthink’ (Mercer 2000). In our view, this conception of language as a tool for thinking together has considerable educational potential, especially when coupled with the affordances of computer technology. The forms of language found in email, computer conferencing and ‘texting’ with mobile phones, reflect both the nature of the technologies and the communicative purposes to which people apply them. While technological and communicative developments have led to a reconsideration of what is meant by literacy (Rassool 1999; Pailliotet and Mosenthal 2000), it is worth noting that the creation of any digital text still requires a functional competence in written language. If ICT is used as a basis for interesting, meaningful and communicative activities, it can effectively stimulate children’s skills in using both spoken and written language.
As technology offers new ways of communicating, it is clear that schools must incorporate these ways into their social, communicative practices. On the other hand, fears are commonly expressed that the aim of enabling students to master the basics of oracy and literacy will be sacrificed to the use of the new technology. As we explain in this chapter, this is not the choice which needs to be made. Computer-based activities can be undertaken in ways which will increase opportunities for children to talk and work together, and develop their skills in both spoken and written language. Moreover, increased educational use of new technologies should not be seen as lessening the importance of dialogue between teachers and learners, though it may increase the range of possible contexts for those dialogues.

a.         The Ground Rules Of Educational Activity
Let us first focus on spoken language and how this is used in classroom activities. Back in the 1980s, Edwards and Mercer (1987) showed how the familiar patterns of classroom interaction depended on teachers and pupils following a set of implicit norms or ‘educational ground rules’. Drawing on the same concept of ‘educational ground rules’ in their study of writing in British secondary schools, Sheeran and Barnes (1991) showed how many of the expectations that teachers had about what constitutes a satisfactory essay, scientific report or other kind of written work, were never made explicit to pupils. And even when some of those requirements were made clear, teachers rarely discussed with pupils why they were expected to write (or talk) in particular ways. Sheeran and Barnes (1991: 2) therefore concluded: ‘In spite of their importance, these tacit expectations or ground rules, are seldom discussed with pupils because the teachers themselves are largely unaware of them.’ Bringing the ‘ground rules’ out into the open could have educational benefits, as Sheeran and Barnes suggested. This has been a basic principle of our own work with teachers in primary and secondary schools.

b.        Exploratory talk
Exploratory talk is that in which partners engage critically but constructively with each other’s ideas. Relevant information is offered for joint consideration. Proposals may be challenged and counterchallenged, but if so reasons are given and alternatives are offered. Agreement is sought as a basis for joint progress. Knowledge is made publicly accountable and reasoning is visible in the talk. (Mercer 2000: 98). exploratory talk represents the only mode of interaction which is appropriate in joint activity, but we are convinced that it deserves more attention in school, for two related reasons. The first is that it represents the kind of reasoned discussion that every child should be enabled toengage in. The second is that, despite it matching teachers’ own specifications of a ‘good discussion’, it is a rare phenomenon in most classrooms.

B.  Models Of Reading In The Secondary Classroom: Literature And Beyond

If the ‘e’ in e-learning can be said to stand for enhanced, the teaching of literature may be a good place to begin exploring the impact of ICT on the English classroom. Literature has long been the centre of the English classroom; an exploration of opportunities for an expansion of the strategies that underpin the teaching of literature and the traditional skills of literary analysis which accompany these, through an examination of current classroom practice using ICT will, it is hoped, contribute positively to the notion of enhancement. It is our contention that ICT changes both the construction of text and the act of reading. In this chapter, we want to propose that secondary classroom reading should be understood in three major ways in relation to ICT. These are not thought to be exclusive, but to perhaps contribute to the debates which have existed, and no doubt will continue to exist, about reading in the secondary English classroom First, we want to consider the ways in which ICT can be said to enhance the activity of reading what we might consider to be ‘classic texts’ – that is, those texts which make up the staple diet of many secondary English classrooms. Second, we want to consider the reading of electronic texts and the ways in which (and the extent to which) the text form,
Third, we want to consider how text and provisionality, for example the reading of wikipedias, have brought an additional dimension to the notion of reader-response theory – the demise of the concept of closure in relation to the construction of text and the ways in which this concept can enhance the notion of drafting written text

a)   Classic texts
What, then, are the features that our teaching colleagues consider warrant consideration of ICT in teaching literature? Simply asking where ICT can be said to reflect and extend some of the features we refer to above, is in itself helpful. Our colleague David Greenwood identifies the following as his reasons for using ICT to teach literature. Kinaesthetic learning, for example, is for David an essential feature of ICT use in English: It enables the use of a much greater range of effects, the use of varying type fonts, wide use of colour, the addition of sound and imported graphics, and kinetic effects for example. The potential of such effects has been shown to have a highly motivating effect on students, especially those who are more like
ly to think in terms of spatial rather than verbal models. He demonstrates too that, in his classroom, he considers group work is enhanced through the use of ICT: ICT enables group work. It is often difficult for more than two pupils to collaborate on a conventional poster; using word processing, groups of three or more are quite possible. The talk that goes on within the group about the text and the negotiation of the text mapping outcome, develops close attention to the text itself and its recreation in visual form. And in addressing the ways in which ICT can challenge ideas about meaning and text, David points out that: It moves the reader from the traditional practical criticism approach where ‘the words on the page’ are paramount, to the more modern reader-response where the text is something to be constructed in the mind of the reader or, in the case of group work, to be negotiated among a group of readers. For further ideas on this see Rosenblatt (1938) and Fish (1980), among others. The originals can easily be downloaded from the Internet for classroom use, saving the task of typing them in and enabling more time for discussion and creation.



b)            Thinking skills and mind mapping
Both thinking skills and mind mapping are familiar concepts in the English classroom. The examples which follow demonstrate how two teachers, Mary Martin and David Greenwood, have used ICT to enhance their own teaching of English through engagement with these approaches.
Thinking skills
Mary Martin, deputy head of Comberton Village College in Cambridgeshire, is well-known for her work on teaching poetry and thinking skills through ICT. Mary writes: Thinking skills in English are, to my mind, about constructing frameworks for thinking about text using agreed literary approaches. They are about identifying textual features, using analytical and critical language as you go, dissecting text through annotations and comment but using ICT to support that analysis in ways printed text cannot achieve.
Mind mapping
David Greenwood’s commitment to visual learning, illustrated by his choice of quotation above, is evident in his classroom through the use of a specific form of thinking skill: mind mapping. In the text which follows, David explores his own thinking through examples of mind mapping work from some of his students. A divergent, creative note-making and memory-assisting, thinking skill promoting strategy which combines images and keywords, connected first to ‘basic ordering ideas’ and then to additional branches, ‘mapping’ has most often been associated with (and been undertaken with) the ‘hands on’ use of coloured pens and paper, as opposed to computers, until recent years. However, with the ever increasing availability of easy to use drawing programs and with the development of ‘mapping’ software (for example, MindManager) exponents of ‘mapping’, such as Tony Buzan (Buzan and Buzan 2000) and Oliver Caviglioli (Caviglioli and Harris 2000) have been promoting ICT approaches. The example below illustrates how ICT can motivate students to explore and present their reactions to texts through this exploratory, summarizing and concentration-enhancing approach: it is, in the full original version, an intelligently colourful investigation of key features of Hardy’s Far From the Madding Crowd, from a ‘big picture’ perspective. The student concerned, very much enjoyed linking apposite quotations from the text with the characters’ names and other literary terms – all with simple but eye-catching graphics. Understanding that text is crafted and that all writers are readers of their own work and will produce several versions of that work, makes the realization that they too are ‘real writers’, and that re-reading and drafting are not a signal of failure, a revelation to many students. Entering into the writers’ guild via the recognition of provisionality is a gift which ICT can bestow. Drafting is of course much less arduous using ICT. This is one advantage. It is useful to ask students to track changes so that they are able to see the successive stages through which their own writing has progressed and to compare those with the drafts from writers, who were masters at their craft. The act of re-reading drafts of one’s own work is often a learning activity in itself. Once the concept of provisionality is established, activities such as prequels and plot/character/genre change have greater meaning. Knowing that the text will already have been subject to major change adds a reality factor to the classroom event.

C.  Technology For/To English?
For the most part, our reasons for using computers in schools tend to be based more on optimism than on experience, on some sense that so much capacity and potential must be capable of delivering more than we know about. As far as English teaching is concerned, certainly, there is no body of hard evidence that tells us with any precision when we should best use technology, or avoid it. Neither have we managed, in the absence of such evidence, to construct any kind of systematic theory that relates the capabilities of technology to the needs of English. Simply asserting that there are lots of purposes computers can serve in English does not really help.
All of us involved with English are prepared to articulate core concerns of the subject that are worth fighting to achieve and preserve, and in respect of these fundamentals it would seem reasonable to suggest that technology must either put up or shut up. What really matters in English? In what respects might technology improve how these things are achieved? It is up to those who care and know about the subject itself to work out the answers to these questions, rather than those trying to sell computers or e-learning or the knowledge economy to us. If we can build up a comprehensive theory of what technology can do for English, then we can make decisions about whether it is worth bothering with. In order to do that, we need to be very clear in the first place about what we actually do want English to do.

D.  New Media And Cultural Form: Narrative Versus Database

a)        Why narrative and database
Stories define how we think, how we play, even how we dream: they represent a basic way of organizing human experience. We understand our lives through stories. Barbara Hardy has argued famously, that narrative is ‘a primary act of mind transferred to art from life’ (Hardy 1977: 12). The act of the storyteller, the author, the novelist, says Hardy, arises from what we do all the time, in remembering, dreaming and planning. Narrative is so deeply ingrained as a cultural form that we take for granted the ways in which storytelling engages our interest, curiosity, fear, tensions, expectations and sense of order:
For we dream in narrative, daydream in narrative, remember, anticipate, hope, despair, believe, doubt, plan, revise, criticize, construct, gossip, learn, hate, and love by narrative. In order really to live, we make up stories about ourselves and others, about the personal as well as the social; past and future. (Hardy 1977: 13)
What is a database? Like narrative, a database represents a basic way of organizing human experience. A database can be a library, a museum, in fact any large collection of cultural data. In the age of the Internet, a database is a structured collection of data organized to maximize fast search and retrieval by computer. It represents a potentially powerful categorization system as it provides a range of options for sorting and viewing sets of data.

b)       Understanding narrative in the context of new media
Reconceiving narrative theory
In the context of new media, narrative manifested itself initially as electronic adventure games, then interactive fiction, followed soon after by hyperfiction. All these forms continue to exist, indeed, they are all flourishing in their present instantiations. Much has been written about the literary precursors to electronic narrative (Snyder 1996). Suffice it to say here that since the beginning of modern fiction, authors have attempted to cajole readers out of passivity. Literary precursors of interactive fiction and hyperfiction include not only Tristram Shandy and Ulysses, but also more recent fiction, such as Julio Cortazar’s Hopscotch (1966) and Borges’ Labyrinths (1970). All work strenuously against the medium in which their books are produced. In attacking the convention that a novel is a coherent narrative of events, such texts simultaneously invite and confirm reader interaction.
Electronic narratives also pose problems for traditional understandings of beginnings and endings. In traditional print narratives, beginnings imply endings and endings require some sort of formal and thematic closure. Literary convention decrees that endings must either satisfy or in some way respond to expectations raised during the reading of the narrative. Electronic narratives have taken a cautious approach to the problem of beginnings by offering readers a block of text labelled with something like ‘start here’, that combines the functions of title page, introduction and opening paragraph, perhaps reflecting the reluctance of some writers to disorientate readers at the point of their first contact with the narrative. By avoiding the corresponding devices for achieving closure, however, such electronic narratives may challenge readers. It is up to readers to decide how, when and why the narrative finishes. Of course, we are not naive about unresolved texts. Print and cinematic narratives provide instances of multiple closure and also a combination of closure linked to new beginnings. The fact that twentieth-century writers and film makers frequently offer their audience little in the way of closure indicates that, as readers and writers, we have long learnt to live and read more open-endedly than discussions of narrative form may lead us to believe. However, culturally familiar though we are with the absence or denial of closure, we may still find the consequences disturbing.

c)        Narrative and database: understanding the dynamics of their relationship
do databases and narratives have the same status in computer culture? Although some media objects follow a database logic in their structure, whereas others do not, in general, ‘creating a work in new media can be understood as the construction of an interface to a database’ (Manovich 2001: 226). Manovich gives some examples. In the simplest case, the interface simply provides access to the underlying database. For instance, an image database can be represented as a page of miniature images; clicking on a miniature will retrieve the corresponding record. If a database is too large to display all its records, a search engine can allow the user to search for particular records. But the interface can also translate the underlying database into a very different experience.
Thus, in new media, the database supports a variety of cultural forms that range from direct translation (that is, a database remains a database) to a form whose logic is the opposite of the logic of the material form itself – narrative. More precisely, a database can support narrative, but there is nothing in the logic of the form itself that would foster the generation of narrative. In the computer age, the database becomes the centre of the creative process. According to Manovich (2001: 227): ‘The new media object consists
of one or more interfaces to a database of multimedia material.
Does the preeminence of the database form represent a break with the past so monumental that the new media will completely replace narrative with database? As Manovich (2001: 229) argues: ‘New media does not radically break with the past; rather, it distributes weight differently between the categories that hold culture together, foregrounding what was in the background, and vice versa.’ Radical breaks do not generally involve complete change, but a restructuration.

CHAPTER III
CLOSING
A.      CONCLUSION
Ø  in relation to the English curriculum, computer-based activities can be used not only to help develop speaking and listening but also to encourage children to jointly make sense of texts and learn to use new registers and genres. A pair or group of children who are ‘asked’ by a computer to discuss a text, or provide a solution to a problem, can take as long as they like to share their thoughts and decide on their response. Because the computer is a machine, it will wait for the children’s response until they are ready to provide it. The computer can also be used to organize the process of joint activity more effectively than a conventional worksheet because software can require the children to provide a response before being allowed to continue, remind them of relevant information and provide feedback on their responses. Learners can be offered optional interactive routes through a narrative or information text. Used in combination with the support and guidance of a teacher, ICT can ‘scaffold’ children’s investigation of a text or problem while allowing them control over the pace of their activity. The powerful combination of computer technology and teacher guidance, can thus provide unique opportunities for the development of children’s spoken and written language capabilities.

Ø  By considering the notion of e-learning as enhancement. In considering how ICT can extend existing classroom strategies in English, we have gone some way in exploring how ICT can indeed develop and augment teaching and learning in English. But we hope that we have also been able to demonstrate that the existence of ICT makes new demands on reading through e-text and how, in turn and through provisionality, those new demands lead to a more profound understanding of how text works.

Ø  In this chapter we  have tried to think through the ways in which we might
talk about technology in English. there are some aspects of these technologies that are, I believe, at odds with the best aims of English. As well as being an amazing worldwide network of communication and democratic self-expression, the  Internet is also a bottomless source of misinformation, and of ugly shoddy material: access to the Internet can as easily reduce the quality of learning in a classroom as expand it. We have to engage with that, because the Internet is a major and insistent part of our lives. As a global medium of communication, I think that it belongs fairly and squarely within the scope of English, but it is not at all evident that we yet understand enough about how to deal with that fact. Meanwhile, the monster grows and grows, and eats up more and more time: time that might better be spent reading a book.
Ø  Just because technology is uniquely able to achieve some important aspects of English, it certainly does not mean that it is good for all aspects. It is unforgivable to waste the power of technology when it can do real good, but we need suffer no qualms about leaving it in its box the rest of the time. adults provide their students, through modelling and specific instruction, ways of taking from books, which seem natural in school and in numerous other social and institutional settings. These mainstream ways persist in formal education systems designed to prepare students for participation in settings involving book literacy. But book literacy, with its deep attachment to narrative as a hallowed cultural form, is now just one of the many literacies that students require to participate effectively in post-school settings. In particular, as this chapter has argued, students need opportunities in their classrooms to learn how to take meaning not just from the most familiar cultural forms but also from other, increasingly significant ones, such as the computerized database. If the modern age provided people with robust narratives and modest amounts of information, today in the computer age we have too much information and too few narratives that can make sense of it all. Whether we like it or not, information access has become a central activity of the computer age. Information access is no longer just integral to the world of work, it is also a key category of culture. As such, it demands that we deal with it theoretically, pedagogically and aesthetically.

B.                SUGGESTION
So this paper that have arranged by our group. We hope this paper can be usefull and can received well by other. But as an ordinary human who did not escape the short comings, we also expect criticism and suggestions which help to repair the mistake of our paper and the last thank you so much.


















REFERENCES
Wegerif, R. (1997) Factors affecting the quality of children’s talk at computers, in
R. Wegerif and P. Scrimshaw (eds) Computers and Talk in the Primary Classroom.

Clevedon: Multilingual Matters. Wegerif, R. and Scrimshaw, P. (eds) (1997) Computers and Talk in the Primary Classroom. Clevedon: Multilingual Matters.

www.thinkingtogether.org.uk. The site also contains examples of Thinking
Together activities, research reports and other resources.

Think.com, Version 1.0 (Windows platform). Redwood Shores, CA: Oracle Corporation, 2001. http://www.think.com.

Abbs, P. and Richardson, J. (1990) Forms of Poetry: A Practical Guide for English. Cambridge: Cambridge University Press.

Brindley, S. (forthcoming) Secondary students’ use of the Internet in learning: student perspectives on classrooms in the UK.

Birmingham, P. and Davies, C. (2002) Storyboarding Shakespeare: learners’ interactions with storyboard software in the process of understanding difficult literary texts, Journal of Information Technology for Teacher Education, 10(3).

Czikszentmihalyi, M. and Czikszentmihalyi, I. (1988) Optimal Experience: Psychological Studies of Flow in Consciousness. Cambridge: Cambridge University Press.

DfEE (2001) Key Stage 3 National Strategy Framework for Teaching English: Years 7, 8 and 9.

Facer, K., Furlong, J., Furlong, R. and Sutherland, R. (2003) ScreenPlay: Children and Computing in the Home. London: RoutledgeFalmer.

Gleick, J. (2000) Faster: The Acceleration of Just About Everything. London: Abacus.

Pullman, P. (2003) Isis lecture, 1 April 2003. Available at
http://www.philip-pullman.com/pages/content/index.asp?PageID=66

Williams, R. (1976) Keywords: A Vocabulary of Culture and Society. London: Fontana.
Woolley, B. (1992) Virtual Worlds: A journey in Hype and Hyperreality. Harmondsworth:

Penguin. Manovich, L. (2001) The Language of New Media. Cambridge, MA: MIT Press.



Makalah Bahasa Inggris Syntax "TAGMEMIC"

BAB I
INTRODUCTION
A.    Background
One approach to the study emphasize that human language as the language use affect the nature of language units. His reaction to the language becomes part of the data that must be learned in the study of language, because the assumption in the reaction is part of the definition of the structure of language. List and types of objects found language users will be very different because it depends on the theory that it holds. The theory used will bring some of the implications, because the theory is a part of the observer. Implications it is
1.      different theories form different observers,
2.      different observers see different objects or the same object but perceive it arranged differently,
3.      structure at certain limits must be part of data from an adequate theory of language. This is evident from a trip linguistic flow ranging from traditional, structural, transformational, and tagmemes.
The oldest linguistic flow is the flow of Traditional (IV century) pioneered by Plato and Aristotle using the basic philosophy. Grammar they called Normative grammar. Grammatical criteria set by the rules strictly and consistently. This flow is still confuse language in the true sense with writing. Figures include: Zaandvoort, CA Mees, Van Ophuysen, RO Winstedt, Poedjawijatna, Tardjan Hadidjaja.
In line with the thinking A Cook (1969: 7) which states that: "Tagmemic the model, the model of the resulting tagmemic contains a grammar, a lexicon, and phonological component. Tagmemic analysis is a set of procedure of f the description of language, with a basic grammatical unit called tagmemes mapped into string-type constructions located at specific levels in grammar. The system was designed to meet correct field problems. Because of the large number of linguistist who have come to use the system and the frequency of Reviews their publications, the system of tagmemic Analyisis is now of the major systems of modern linguistics analysis in science. "


According to A Cook (1969: 7) explained that tagmemes is
 "This unit was lebeled the tagmemes, tagmemes from the greek word meaning" arrangement "and posited as the fundamental unit of grammatical arrangement, corresponding to the units of sound in phonology and the units of meaningful form in morphology."
Tagmemes flow of interest to be discussed, as well as the development of linguistic flow past; because the sphere is complex analytical models ranging from morpheme to discourse, also tagmemes is a linguistic theory that an electric and eclectic who chose certain elements are suitable to be combined into a single entity in the analysis model.
B.     problem formulation
1.      How many part of tagmemic analysis!
2.      How to writing the formula!
C.    Destination
The destination of this paper is :
1.      To complete on of test  English Syntax
2.      To know how part of tagmemic analysis















BAB II
CONTENT
A.    TAGMEMIC ANALYSIS
a.      Data
Firemen Had Been Fighting The Forest fire for three weeks before they could get it under control. A short time before, great trees had covered the country side for miles around. Now, smoke till rose up from the warm ground over the desolate hills. Winter was coming on the hills threatened the surrounding villages with destruction. Heavy rain would not only was away the soil but would cause serious flood as well. When the fire had a last been put out, the forest authorities ordered several tons of a special type of grass seed which would grow quickly. seed was sprayed over the ground in huge quantities by aeroplanes. The planes had been planting seed for a month when it began to rain. By the times, however in many places the grass had already taken root. In place of the great trees which had been growing three for countries, patches of green had begun to appear in the blackened soil. (Alexander, 1985;153)
b.      Procedures
The procedures taken for the analysis of the data or text are as follows;
1.      Idetifying and classifying all the sentences in the text based on the number and type of clauses that form them,
2.      Idetifying and classifying all the clause based on the types of verb filling the predicates,
3.      Idetifying and classifying all the phrase based on the categories of words that become their heads,
4.      Idetifying and classifying all complex words,
5.      Writing the formulas for sentence, clause, phrase, and word structure
c.       Analysis
1.      Identification and classification of the sentences
All the sentences in the text are identified and classified according to the number and kind of the clauses that from them. Accordingly we have simple sentences, namely, sentences, namely. Sentences, consisting of the one independent clause; complex sentences; namely; sentences; consisting of one
independent clause and one or more dependent clause; and compound sentences, namely, sentences consisting of two or more independent clause connected by a connector.
a.      Simple sentence
1)      A short time before, great trees had covered the country side for miles around.
2)      Now, smoke still rose up from the warm ground over the desolate hills.
3)      The seed was sprayed over the ground in large quantities by aeroplanes.
4)      By that times, however, in many places the grass had already taken root.
b.      Complex sentences
1)      Firemen had been firhting the forest fire for three weeks before they could get it under control
2)      When the fire had at last been put out, the forest authorities ordered several tons of special type of grass see which would grow quickly
3)      The planes had been planting seed for a month when it began to rain
4)      In place of the great trees which had been growing there for centuries, patches of green had begun to appear in the blackened soil.
c.       Compound sentences
1)      Winter was coming on and the hills threatened the surrounding villages with destruction.
2)      Heavy rain would not only wash away the soil, but would cause serious floods as well.
2.      Identification and classification of clause
All the clauses in the text are identified and classified according to the type of verbs which fill the predicates. Accordingly, we have transitive  clauses, namely, clauses whose, predicates are filled by transitive verbs; and equative clouses, namely, clouses whose predicates are filled by equative verbs.

a.   Transitive clouses
1.  Firemen had been fighting the forest fire for three weeks
2.  … they could get it under control
3.  A short time before, great trees had covered the country side for  miles around.
4.  … the hills threatened the surrounding villages with destruction
5.  Heave rain would get only wash away the soil…
6.  … (Heavy rain) would cause serious floods as well
7.  … the fire had at last been put out
8.  … the forest authorities ordered several tons of a special type of grass-seed
9. The seed was sprayed over the ground in huge quantities by aero  planes
10.The planes had been planting seed for a month
11.    By that time, however, in many places the grass had already taken root.
b.   Intransitive Clauses 
1.      Now, smoke still rose up from the warm ground over the desolate hills
2.      Winter was coming on…
3.      … which would grow quickly
4.      … it began to rain
5.      In place of the great tress … patches of green had began to appear in the blackened soil
6.      … which had been growing there for centuries.
3.      Identification and classification of phrases
            All the phrases in the text are identified and classified according to whether they are centered or non-centered. Centered phrases are identified and classified according to the categories of words which become the heads, and non-centered phrases are phrases that begin with prepositions or relaters.
a.      Noun phrases
1.      The hills
2.      The soil
3.      The fire
4.      The seed
5.      The ground
6.      The planes
7.      The grass
8.      a month
9.      three weeks
10.  several tons
11.  many places
12.  Great trees
13.  Heavy rain
14.  Serious floods
15.  Huge quantities
16.  The forest fire
17.  A short time
18.  The country side
19.  The warm ground
20.  The desolate hills
21.  The surrounding villages
22.  A special type
23.  The great trees
24.  The blackened soil
b.      Verb phrases
1.      Could get
2.      Had covered
3.      Was coming (on)
4.      Would wash
5.      Would cause
6.      Would grow
7.      Was sprayed
8.      Had taken
9.      Had been fighting
10.  Had been put (out)
11.  Had been planting
12.  Had been growing
13.  Began to rain
14.  Had been to appear
c.       Relater-Axis phrases
1.      For three weeks
2.      Under control
3.      For miles
4.      From the warm ground
5.      Over the desolate hills
6.      With destruction
7.      Of a special type
8.      Of grass seed
9.      Over the ground
10.  In huge quantities
11.  For a month
12.  In many places
13.  In place
14.  Of the great trees
15.  For centuries
16.  In the blackened soil
4.      Identification and classification of complex words
a.      Inflections
1.      Noun
a.       Firemen
b.      Weeks
c.       Hills
d.      Villages
e.       Floods
f.       Authorities
g.      Tons
h.      Quantities
i.        Aeroplanes
j.        Palnes
k.      places
l.        Trees
m.    Centuries
n.      Patches
2.      Verbs
a.       Fighting
b.      Rose
c.       Ordered
d.      Sprayed
e.       Began
f.       Taken
g.      Begun
b.      Derivations
1.      Nouns
a.       Destruction
b.      Authority
2.      Adjectives
a.       Surrounding
b.      Blackened
3.      Adverbs
a.       Nearly
b.      Quickly
c.        
5.      writing the formulas
a.      Sentences level formulas
1)      Simples sentences
All simple sentences consist of two tagmemes; namely (1) the base tagmemes and (2) the intonation of tagmemes.  The base tagmemes is the correlation of the base slot and the independent clause which fill it; and the intonation tagmemes correlation of the intonation slot and the final intonation contour which fills it. From the simple sentences  on page 70-71, we can identify all the independent clause as follows:
a)      a short time before, great trees had covered the country side for miles around
b)      now, smoke still rose up from the warm ground over the desolate hills
c)      the seed was sprayed over the ground in huge quantities by aeroplanes
d)     by that time, however in many places in the grass had already taken root.
in uttering these independent clauses, it is clear they all end in the same final intonation contour, that is the falling intonation commonly  indicated with 231↓. Thus, the structure of simple  sentences can, therefore, be shown as follows;
(simple) sent=+Base:IndCl –into:ICF/231↓
Raed: a simple sentences consist of a base slot filled by an independent clause and an intonation slot filled by a final intonation contour or 231↓.
2)      Complex Sentences
the complex sentences Firemen had been fighting the forest fire for three weeks before the could get it under control consists of three tagmemes: (1) the base slot filled by independent clause firemen had been fighting fire for three weeks. (2)  the margin slot filled by the dependent clause before they could get it under control, and (3) intonation slot filled by the final intonation contour, 231↓. Thus, the formula for this complex sentences can be written as follows:
     
      (complex) sent = +Base:IndCl  ±marg:DepCl –ICF/231↓.

Read : A (complex) sentences consists of a base slot filled by a non-final independent clause followed by a margin slot filled by an dependent clause, and an intonation slot filled by a final intonation contour or 231↓.
As a matter of fact, the independent clause can also be uttered with non-final intonation contour (ICN) commonly indicated with 233↓.
3)      Compound Sentences
The first compound sentence Winter was coming on and the hills threatened the surrounding villages with destruction consists of fout tagmemes, namely, two base slots filled respectively by the independent clauses winter was coming on and the hills threatened the surrounding villages with destruction, one connector and and one intonation slot filled by the final intonation contour, 231↓.. the formulas for this compound sentences can, therefore be written as follows:

(compound) sent = +Base1:IndCl +Con:con +Base2:IndCl –Into:ICF/231↓.

Raed: a (compound) sentences consists of a base slot filled by an independent clause,a connector slot filled by a connector, a base slot filled by an independent clause, and an intonation slot filled by a final intonation contour  231↓.
b.      Clause Level Formulas
1)      Transitive Clauses
The transitive clause Firemen had been fighting the forest fire for three weeks  consists  of four tagmemes , namely, (1) the subject tagmeme, that is, the correlation of the subject slot and the noun firemen ,  (2) the predicate tagmeme, that is , the correlation of the predicate slot and the transitive verb phrase had been fighting , (3) the object tagmeme, that is , the correlation of the object slot and the noun phrase the forest fire  and (4) the temporal tagmeme, that is , the correlation  of the temporal slot and the realter-axis phrase for three eeks.  Thus the structure of this transitive clause can be shown in the following formula:

tCl: +S:n +P:tV +O:N +Tem:RA

read: A transitive clause consists of a subject slot filled by a noun, a predicate slot filled by a transitive verb phrase, an object slit filled by a noun phrase, and a temporal slot filled by a relater-axis phrase.
2)      Intransitive clause
The intransitive clause Now, smoke still rose up from the warm ground over the desolate hills consist of four tagmemes: (1) the temporal  tagmeme, that is the correlation of the adverb now,  (2) the subject tagmeme, that is , the correlation of the subject slot and the noun smoke (3) the predicate tagmeme that is the correlation of the predicate slot and the intransitive verb phrase still  rose up and (4) the location tagmeme that is the correlation of the location slot and the relater-axis phrase from the warm ground over the desolate hills. The formula for this intransitive clause can be written as follow:

iCl+ +Tem:adv +S:n +P:iV +Loc:RA

read: a an intransitive clause consists of a temporal slot filled by an adverb, the subject slot filled by a noun, a predicate slot filled by an intransitive verb phrase , and a location slot filled by a relater-axis phrase.

d.         Phrase Level Formulas
1.      Noun Phrses
The noun phrase the hills, the soil, the fire, the seed, the ground, the planes, the gress, and a month consist of two tagmemes, namely:
·         The determiner tagmeme, that is the correlation of the determiner slot and the article the or
·         The head tagmeme, that is, the correlation of the head slot and the noun weeks,    tons and places. Thus, the formula for the for these noun phrase can be written as follows:
N = Det: art + H:n
Read: A noun phrase consist of a determiner slot filled by an article and a head slot filled by a noun
2.      Verb Phrase
The Verb Phrase could get, had covered, had been put, had been planting, consist of three tagmeme
·         Auxiliary had
·         Auxiliary tagmeme, that is, the correlation of the auxiliary been
·         The head tagmeme
N= ±Det:art/num ±Mod:adj/n +H:n
3.      Relater- axis Phrase
The Relater- axis phrase. In the blackened soil consist  two tagmemes:
·         The Relater- axis tagmemes, that is the correlation of the relater slot and the relaters for, under, from, over, with, of, in
·         The axis tagmemes, that is the correlation of the axis slot and the noun control, miles, place, destruction, and countries.
RA = Rel: rel+ Ax: n/N
Read: a relater- axis consist of a relater slot filled by a relater an axis slot filled by a noun or noun phrase.

e.       Word Level Formulas
1.   Inflection
a.      Nouns
  n = +nnuc:ns +num:numm/plzr
 Read : A noun consists of a noun nucleus slot filled by a noun stem and a number slot         filled by a number marker or pluralizer.
b.      Verb
 v = +vn:vs +t:tm

Read : A verb consists of an verb nucleus slot filled by a verb stem and a tense slot filled by a tense marker.



2.      Derivations
a.      Noun
 n = +core:vs/ns +nom:-ion/ity
 Read : A noun consists of a core slot slot filled by a verb stem or a noun stem and s nominalizer slot filled by –ion or –ity.
b.      Adjective
adj = +core:vs + adjzr:-ing/ed
 Read : An adjective consists of a core slot filled by a verb stem and an adjectivizer slot filled by –ing or –ed
c.       Advebs
 Adv = +core: adjs +advzr:-ly
Read : An adverb consists of a core tagmeme filled by an adjective stem and an adverbializer slot filled by –ly.

3.      Summary
The result of the analysis are summarized in this section into the two components of the tagmemic model, namely, the grammar and lexicon. The grammar is a series of syntactic statement concerning sentence, clause, phrase, and word level structure. Each construction at each level is formulated in terms of tamemeic units, which explicity give the function and the from of each elements in the construction. In the meantime, the lexicon lists the form units of language, together with their classification and gloss.
1.      Grammar
a.      Sentence Level constructions
(Simple) sent = +Base:indCl-Into:ICF/231
(Complex) Sent=+Base :IndCl ± Marg : DepCl-Into :ICF/231
(Compound) Sent =+ Base1 :IndCl +Con :con + Base2: IndCl – Into :ICF/231
b.      Clause Level Constructions
tCl = ± I:i + S:n/N +P:tv/Tv +O:n/N + M:RA±Loc:Tem  :RA ± Ag:RA
iCl = ±  I:RA + S : n/N + P:iv/Iv ± M :adv ± Loc : adv/RA ±Tem :adv/RA

c.       Phrase Level Constructions
N = ±Det:art/num ± Mod : adj/n + H:n
V =±Aux :aux ±Aux :aux + H :v± Mod : inf
 RA =Rel : rel +Ax :n/N
d.      Word Level Constructions   
1)       Inflections
n= +nnuc :ns +num :numm/plzr
v =vnuc : vs +t : tm
2)      .Derivations
n =  core:vs/ns +nom: -ion/-ity
adj = core: vs +adjzr: -ing/ -ed
adv = + core :adjs +advzr : -iy
2.      Lexicon
            a .Noun system
                        Nouns : Firemen
                                      Forest
                                      Fire
                                     Weeks
                                     Rain
                        Pronouns : they and it
                        Determiners :the
        three
         several
          a
                        Adjectives : Short
        Great
        Warm
         heavy
         serious
                        Relaters : for
                                       Under
    From
    Over
     With
            b Verb System
                        Verbs : fighting
                                     get
covered
 rise (up)
 comong (up)
                        Auxiliaries : had
        Been
        could
        was
        would
                        Negative : Not
           
            Adverbs : Before
 Around
 Now
 Only
 Last















BAB III
CLOSING
A.    CONCLUSION
Tagmemes linguistic flow is eclectic stream that requires a detailed explanation ability level data in the study of morphological and syntactic structure. Tagmemik openness in the field of study that does not separate between morphology and syntax makes the object of study is very broad. However, linguistic analysis tagmeme presenting very detailed syntactic structure into which refers to the universal nature of the language.

B.     SUGGESTION
So this paper that have arranged by our group. We hope this paper can be usefull and can received well by other. But as an ordinary human who did not escape the short comings, we also expect criticism and suggestions which help to repair the mistake of our paper and the last thank you so much.















REFERENCE
Alexander, L. G. 1985. Practice and prodgress. Yogyakarta: percetakan offset Kanisius.

Cook, walter A. 1969. Introduction to tagmemic Analysis. London: Ho;t Rinehart and Winston Inc.

Elson, Bnjamin & Picket, Velma. 1964. An Introduction to Morphology and syntax. Santa Ana: Summer Institute Of Linguistic.