MALAY CULTURE

Zapin Api

Pulau Rupat is one of the vilages in Bengkalis. Pulau Rupat  is at the north of Bengkalis area. It is as one of some villages owned by the Riau Povince.   

Pulau Rupat has some attractive  places and culture. The beach has beatiful sand. The colour of sand is shining when the sun light encounter the ground. The water at the beach is so amazing. It glows and attracts us in order to go in the water and want to swim there. In addition,  the culture is so blooming. It makes us amazed to the view that we see as if we want to  participate to dance with the dancing group.

On of the well known culture that is owned by  the Pulau Rupat is the Zapin Api or Zapin of Fire.  This dancing tradation is one of the best culture that is always kept by the society to welcome the important day such as a spesific ceremony  to accept important people or day.

The dance is named with Zapin of Fire becuse of fire is envolved in this dance. The fire is prepared by a bounced of wood or other things that can burn. Then some people turn the fire on.  After the fire is arranged in length position about 3 metres then the dance will be begun after some praying should be done.   

Before the action of  Zapin of Fire  taking the action the praying must be done. it makes the dance atmosphere is sorounded by mystique. The  mystique does not only affecting the people who recite it but also people who will act as  dancers.  

When the traditional music begins to take the part to sign the dance in order to begin to operate their body to move to show to the audience  that the power of Zapin of Fire. The atmosphere is realy so affecting with the power of traditional of mystique atmophere in which force the eyes of people to stare at the group of dance who begin to show the power of  Zapin of Fire.

In Zapin of Fire it just not only showing the power of atsmophere but alsoe it refrects the beuaty of the dance. In addtion it shows how rich the culture. The content that has in this dance informs people how the power of dance gives information the power of people at long time ago would not be underestimate.  It brings the message that society before was so amazing and so involving to the god.  

When the Zapin of Fire begins the group of dancers move around the fire as if they see there are some godess  in the dancing  area.  It happens because the power of prayers that has been summoned since the beginning of  dancing.

As mentioned above  the power of the dance involves with the mystique in which it reflects about the philosoply of the life long time ago. The dance  addresses to people that their culture at long time ago had related to some aspects of life. There is a religion involve  in daily life culture, military and etc.

In military, it is reflected to the power of mistique movement in the dance. The dancers can run through the fire without having the effect of the fire. The dancers slowly touch the coals of fire by stepping on them but the hot  of fire does not take any effect to them. It does not burn the clothe and give harm to the dancers as if they are playing in the cold fire.

In the culture, it  reflects about how the people of Rupat can work togather to face the life. the life of society is shown by the praying that had ben begun by the prayer. It means that the people are affected by the power of god in their life.

In the notion, it is shown sit by the syncorinizing of the music and the movement in dancing.  It means that they follow the rule that had been agreed togather to the leader who lead them in order the government ran well.

 The dancing of Zapin of Fire has been done for more than fourthy years until today. It began in the year of 1151. The people from Malacca they ran away from the  Portuguese colonialisation. The tehnology of Portuguese in military was more powerfull than the mistique power so that they looked for a place to live.  They sailed on the see  and found Pulau Rupat. In order to make sure wether this place was suitable or not to be lived they must do a kind of ceremony to protect the society from unlucky way. So that the ceremony was done and they found that the Pulu Rupat was the cursed  place.  In order to make the place could be lived by them so a specific ceremony must be done so that the rising of Zapin of Fire began.

 Panglima Sage Dagendang was asked by the court of Malacca to find a people who had a powerfull mistique who could  call the gins who dominated the water, fire, ground and wind. Four great  powerfull men were choosen as pawang besar (powerfull great mistyque men) so the ceremony to call the four spirits began.  In this calling three spirits had come to communicate and receive the invitation but one of the spirits did not  accept  the invitation. The fire spirit wanted to accept the invitation if they did a special ceremony. The people who master the great mistyque power and the people at that time were agreed to do that and the dance of Zapin of Fire was done for the first time.

At first, the prayers who were able call  the spirit  were not in Islam culture mode but after Islam affected the religion in this society the sermon had change to Islam mode. The sermon to call the spirit was changed to the pray to god but still the power of mistyque atsmophere still involves in the Zapin of Fire

When the dance is doing by the dancers the people usualy stare at the dancers movoment to step the bounce of fire. It makes  the audients thrill to the action. It makes them asking in their heart what does really happen to the dancers when they do it. The question begins to rise in their mind “ do the dancers use the shoes to protect their feet? But in the reality the dancers use nothing to protect their feet.

They walk on the fire like there is no fire on their feet. The fire does not touch the clothes they use. They breath normaly without an  obstacle in their breathing. It makes the audiences stare to the hot performance in their eyes. They would think how amazing  the performance is.  

  

Nowsaday this dance has been one of a beautifull dance that  attracts the tourist to come to Pulau Rupat. So that the government of Pulau Rupat focuses to this dance. The government wants  this dance must be kept and must not in extinction from the surface of the culture. They try saving this uncountable wealthy and it must be in watch of the culture of government office.  

Journal Review POLYSEMY as COMPLEXITY

Journal critic   by azwar

Titile                           : Polysemy as Complexity?

Penulis                      : Jarno Raukko

Sumber                      : http://www.linguistics.fi/julkaisut/SKY2006_1/1.5.3.%20RAUKKO.pdf

Tujuan Penelitian        :

Title

The writer writes the title without following a good grammar. In addition, the titile does not inform us the spesific  focused area  of polysemy would cause the complexity. In our mind would  be there some questions about the titile such as “ does it couse of  comlexity in a sentence meaning?, does it make some complexites to write in dictionary of the word’s meaning or what?  In my oppinion  the good  title would be “Does pollysemy rise a complexity in meaning of words”. 

Abstract                                                                        

The writer clearly  gives the opening discussion to the reader about the polysemy that would raise complexity. But in this abstrack the writer does not  attache the clear reason how to measure  it’s complexity and  what kind of the mothode he uses  in this article.

Introduction

  In this  part  the writer    has  focused  on grammar, morphology, and phonology to prove his oppinion about polysemy complexity.  He says that  some of reserchers have faced the difficulties   in the research.  The writer mentions that  Miestamo as the researcher   who  finds  the stage complexity  in his research. The writer wants to know  either the complexity happens on  starting  assumption or  on a working  hyphotesys  in dealing with morphemes, different grammatical category, and the degree  of irregularity.

The writer  assumes  that  polysemy  has as such complexity. He  argues that  by increasing  the number of polysemy in English words would increase the complexity in polysemy itself. He assumes in general  that it can be seen by  many   point of view that  polysemy has or  by seeing  the viewpoint of lexicon.  

Problem

To support his assumsion to be strong and valuable the writer has brought  six prospectives  to prove polysemy that would  have  the complex difficulty.

At number 1,  he begins to support his opinion  by bringing  the use of  lexeme in English word would  not make  complexity in meaning. In the contrary to the point number 2 that he argues  the pair word in English word would cause the complexity in meaning. At the point number 3 he says that  the semantics should be at number 2. Here, the writer gives wrong reason. Why? Because at the number 2 it is about  the pair that would  cause complexity so that his oppionion is wrong at this point.  At point number 4 he does not give some examples about  universal semantics and primitive   semantics. He uses Wierzbicka ‘s opinion  that  a semantic primitive is more maximally simple but in semantic universal one word has so many meanings that  would raise  a broad explaination. Here, ther writer  has lack example about this. At poin 5 he just says about rich semantics meaning and lack semantic meaning. In the other hand he does not attache some examples of it's framework or the example of rich meaning and lack meaning. It is contrary to his oppinion that the word  that has some meanings would bring complexity.  At last number 6 his methode is not clear about how to measure how many word in english that would bring to complexity. His opinion in using  the method is not clear at all.

Analysis

This journal study about  how semantic meaning creates difficult complexity  to the meaning. The more increasing semantic meaning it would bring the more complex difficulty  to word meaning.  The writer says that the   more complex of difficulty in  semantic would cause the original meaning of word get lost.

the weakneses of this writing is the writer uses difficut explaination to arrange the sentence. When he wants to express his opinion he does not write with the simple and good way of grammar. It causes the reader is difficult to understand the meaning such as “If we could accomplish this goal with 10,000 polysemous words each of which had 100 meanings, the lexicon would be smaller, i.e., less complex, than if we had 500,000 or 1,000,000 words to meet the same needs. Again,polysemy would involve less complexity than no polysemy.

His oppinion about pollysemy would bring the complexity is not supported by the great reason and good example.

Conclusion

It can be concluded that the writers’ argument about the  pollysemy would cause complexity is not clear. The writer are failed to give some examples about  the  dynamic  meaning  that must be had by semantics  and  he does not bring the measurement method  as the standar method to masure the complexity in  th e article

The journal that i criticize is bellow



REVIEW JOURNAL
Polysemy as Complexity?
Jarno Raukko
Identity

The journal is about semantic journal. It talks about either the complexity of meaning in semantics make us more difficult to understand or make us easy to understand. In this writing the writer uses some prospective s to shows some complicated problem that is presented by semantic meaning effect. He urges that original meaning of a word can lose when they are combined to be polysemy

Abstract
In this writing the writer wants to know whether the polysemy can go either to be more complexity in meaning or to be less complexity in it’s meaning.

Introduction
In this part the writer writes that the researchers has focused on grammar, morphology, and phonology. He says that some of them have faced the difficulties in the research. The writer mentions Miestamo as the researcher who finds the stage complexity in his research. The writer mentions that he wants to know either the complexity happens on starting assumption or a working hyphotesys in dealing with morphemes, different grammatical categories, and the degree of irregularity.
The writer assumes that polysemy has as such complexity. His oppinion argues that by increasing the number of polysemy in english words would increase the complexity in polysemy itself. He assume that it can be seen by many point of view that polysemy has in general or by seeing the viewpoint of lexicon.

Problem
To make his assumsion strong and valuable the writer has brought six prospectives to prove polysemy has the complex difficulty. They are
1. In a simple case, the writer shows that the usage of lexeme. Here, he gives an example that actualy every word has it own meaning but whenever the words have been compose into a lexeme it has semanic meaning and the original meaning of every word loses

2. At the case of the meaning of pair of words the writer assumes that it increases the difficult complexity. He says the actually every word in pair has it own meaning but because of the pair they have new meaning. So the writer says it is irrelevant.

3. The writers suggests that semantics should be dynamic system such nomber 2. He says that if semantically one word to other word are having the same meaning it would make less complexity but whenever one word is combined to other word in other hand the meaning are too far it will make difficult to understand such as “natural” is added to “predictable”

4. He also confirms that semantic complexity would increase complexity. he brings the reason that happens between semantic universal and semantic primitive. He uses Wierzbicka ‘s opinion that a semantic primitive is more maximally simplex but in semantic universal one word has so many meanings that I would raises broad explaination.

5. He emphasizes that we could think that semantically a word with broad meaning has a rich semantic meaning with a specific meaning but in contrast it is contrary, vague, loose, and has too generall , and poor semantic meaning. Event it lessen the number of referent for an example actually the word of dog is poorer meaning than the word of spaniel.

6. The writer bases his oppinion on the view of lexicon to lessen the complexity. He says that if we can accomplish 10.000 polisimous words with 100 meanings so the lexicon would be smaller but if we have 5.00.000 or 1.000.000 words it would make polysemy in difficult complexity,
Analysis

This journal study about how semantic meaning creates difficult complexity to the meaning. The more increasing semantic meaning it would bring the more complex difficulty to word meaning. The writer says that it the more complex of difficult semantic would cause the original meaning of word get lost.
the weakneses of this writing is the writer uses difficut exlaination to arrange the sentence. When he wants to express his opinion he does not write with the simple and good way of grammar. It causes the reader is difficult to understand the meaning such as “If we could accomplish this goal with 10,000 polysemous words each of which had 100 meanings, the lexicon would be smaller, i.e., less complex, than if we had 500,000 or 1,000,000 words to meet the same needs. Again,polysemy would involve less complexity than no polysemy.

Conclusion
It can be concluded that the writer urges that point number 1 and 6 shows how polysemy in the position of complexity. Here, the writers deeply emphasizes that the original meaning of words get lost when they get into semantic meaning.

GRAMMAR-TEST

GRAMMAR

The expert

1. Chomsky

2. Betty Azhar

In the 1960s, linguist Noam Chomsky proposed a revolutionary idea: We are all born with an innate knowledge of grammar that serves as the basis for all language acquisition. In other words, for humans, language is a basic instinct. The theory, however, has long been met with widespread criticism — until now. A new study presents compelling evidence to suggest Chomsky may have been right all along.

The ability to walk upright for long periods of time is distinctly human; it sets us apart from our closest genetic cousins, the great apes. However, walking is both innate and learned, and while every human child is born with the underlying mechanisms needed to do so, the skill will never manifest without proper guidance and examples, Slate reported.[1]

The structure and system of a language, or of languages in general, usually considered to consist of syntax and morphology[2]

Grammar is the system of a language. People sometimes describe grammar as the "rules" of a language; but in fact no language has rules*. If we use the word "rules", we suggest that somebody created the rules first and then spoke the language, like a new game. But languages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences. No commonly-spoken language is fixed. All languages change over time. What we call "grammar" is simply a reflection of a language at a particular time.

Do we need to study grammar to learn a language? The short answer is "no". Very many people in the world speak their own, native language without having studied its grammar. Children start to speak before they even know the word "grammar". But if you are serious about learning a foreign language, the long answer is "yes, grammar can help you to learn a language more quickly and more efficiently." It's important to think of grammar as something that can help you, like a friend. When you understand the grammar (or system) of a language, you can understand many things yourself, without having to ask a teacher or look in a book.

So think of grammar as something good, something positive, something that you can use to find your way - like a signpost or a map

to learn more about grammar you can go to the website below

http://www.englishgrammarsecrets.com/


to know more about Betty Azhar go to youtube below

https://www.youtube.com/watch?v=YJwbnQOguEk&t=1400s

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[1] http://www.medicaldaily.com/noam-chomskys-theory-universal-grammar-right-its-hardwired-our-brains-364236

[2] https://www.englishclub.com/grammar/what.htm

JOURNAL review

REVIEW JOURNAL

Penulis      :    Vida Hardianty Putri Luis

Tahun       :    2017

Judul        :    THE CORRELATION BETWEEN READING MOTIVATION AND READING COMPREHENSION OF THE THIRD YEAR STUDENTS OF SMPN 12 PEKANBARU

Jurnal         :    Jurnal Online Mahasiswa (Jom) Universitas Riau

Volume      :    Vol 4, No 2

1.      The purpose of Research

The purpose of this research is to get the information wether there are some related correlation between reading motivation those are having by the students to their reading comprehension.   

2.      Theory

The writer uses some theories to support the research such as 

a.      Goodman (2008) reading means understanding the text or understanding whathas been read.

b.      Armbruster (2000) comprehension is the process of creating an understanding of the words and the sentence in the text that areinterconnected.

c.       Grabe and Stoller (2005), motivation is another key to successful in reading comprehension.

d.      Brown (2001) states that students with high motivation to read English will

better prepare themselves to engage the process of teaching and learning in the classroom

3.      Methodology

a.      Subject in this research are   the third year students of SMN 12 Pekanbaru with the total number of students was 312 students.

b.      The sample was chosen by using cluster random sampling.

·         The sample of this research was class IX4

·         Before conducting the research, the writer tested the instrument by validity and reliability test

b. To formulate the data the writer used a correlation Product Moment

To find out the correlation between variable X (students‟ reading motivation) and variable Y (students‟ reading comprehension) and the symbol of the correlation product moment. After analyzing the data, it can be interpreted based on the table of rxy Product Moment interpretation.

c. The data were analyzed by using SPSS 21.0.

4.      Result

Based on the data analysis, it can be concluded that there is a correlation between reading motivation and reading comprehension.  Product moment that showed that the value is 0.543 with the > which is 3.9 > 2.72.

5.      Conclusion

If we see the data above we can get the clear information that this research is important enough because it has  proved to us that  motivation  always roles an important way to emphasize  students’ ability in order  get a good value in their points.

But,  The steps to increase the students’ motivation were not mention by the researcher. 

THE JOURNAL IS BELOW

Add caption

THE CORRELATION BETWEEN READING MOTIVATION AND READING COMPREHENSION OF THE THIRD YEAR STUDENTS OF SMPN 12 PEKANBARU

Vida Hardianty Putri Luis, Hadriana,Ph. D., Erni, S.Pd., M.Hum

vidahardiantyputri_luis@yahoo.com, ad1208@yahoo.co.id , erni.rosda@yahoo.co.id

CP. 085220542666

English Study Program

Language and Arts Department

Faculty of Teachers Training and Education

Universitas Riau

Abstract: This correlational study is aimed to find out the correlation between reading motivation and reading comprehension of the third year students of SMPN 12 Pekanbaru. The sample was chosen by using cluster random sampling as many as 39 students. The instrument used in this study was questionnaire and test; reading motivation questionnaire and reading comprehension test. Reading motivation questionnaire is used to know the students’ reading motivation while reading comprehension test is used to find out the students’ ability in understanding a text. The obtained data were assessed by using Product Moment’s formula and analyzed by using SPSS 21.0 for windows. Based on the data analysis, it shows that there is moderate, significant and positive correlation between grammar mastery and reading comprehension of the third year students of SMPN 12 Pekanbaru. Therefore, it answered the research question that there is a correlation between reading motivation and reading comprehension.

Key words: correlation, reading motivation, reading comprehension 2

HUBUNGAN ANTARA MOTIVASI READING DAN PEMAHAMAN READING SISWA TAHUN KETIGA DI SMPN 12 PEKANBARU

Vida Hardianty Putri Luis, Hadriana,Ph. D., Erni, S.Pd., M.Hum

vidahardiantyputri_luis@yahoo.com, ad1208@yahoo.co.id , erni.rosda@yahoo.co.id

CP. 085220542666

Program Studi Bahasa Inggris

Jurusan Bahasa dan Seni

Fakultas Keguruan dan Ilmu Pendidikan

Universitas Riau

Abstrak: Penelitian ini bertujuan untuk menemukan hubungan antara motivasi reading dan pemahaman reading tahun ketiga di SMPN 12 Pekanbaru. Sample dipilih dengan menggunakan teknik cluster random sampling sebanyak 39 siswa. Instrumen dalam penelitian ini adalah kuesioner dan tes; kuesioner motivasi reading dan tes pemahaman reading. Kuesioner motivasi reading digunakan untuk mengetahui motivasi reading siswa sedangkan tes pemahaman reading digunakan untuk mengetahui kemampuan siswa dalam memahami teks. Data yang diperoleh dinilai dengan menggunakan rumus Product Moment dan dianalisa menggunakan SPSS 21.0 program statistik. Berdasarkan tes Product Moment menunjukkan bahwa ada hubungan yang signifikan dan positif antara motivasi reading dan pemahaman reading siswa tahun ketiga di SMPN 12 Pekanbaru yang menunjukkan adanya korelasi medium. Oleh karena itu, rumusan masalah penelitian ini terjawab bahwa terdapat hubungan antara motivasi reading dan pemahaman reading tahun ketiga di SMPN 12 Pekanbaru.

Kata Kunci: Korelasi, Motivasi Reading, Pemahaman Reading 

INTRODUCTION

Reading is one of skills which should be mastered by students of Junior High School. Goodman (2008) reading means understanding the text or understanding what has been read. If readers can read the words but do not understand what they are reading, they are not really reading. Thus, reading will be useless without comprehension. According to Armbruster (2000) comprehension is the process of creating an understanding of the words and the sentence in the text that are interconnected.

According to Grabe and Stoller (2005), motivation is another key to successful in reading comprehension. It has an important impact on reading development. According to their motivation is an individual trait, related to a person‟s goals and beliefs that is observed through task persistence and positive feelings toward an activity. The low or high motivation to read English finally influenced the result of the reading. They also state that English language teaching is one of the important factors of international communication activities. So, students need to be trained to use language in different areas such as reading, writing, speaking, and listening to contribute their international communication. Moreover, in foreign language learning, one of the most important factors for the learners is the method which teachers use in their teaching to facilitate English language learning along with the improvement of international communication activities in the world, reading motivation is becoming more important and focuses on the four skills of listening, speaking, reading, and writing but reading comprehension is most important and facilitate English language learning. Reading motivation is regarded as the most vital and necessary for learners in both a classroom context and an extracurricular environment. Reading motivation is even important for learners since they have to be motivated in the English language learning and improve their reading comprehension. So, reading motivation is vital to the learners‟ ability to read and comprehend texts purposefully are crucial for EFL students. Accordingly, since the need for academic success in all areas of learning, all English foreign language learners need to enhance their English reading motivation for a better understanding of written texts.

English plays an important role in our educational system. English is the most common language used in the Internet. Mastering English will allow students to access to an incredible amount of information. In learning language, learners need to know four basic language skills in English. They are listening, speaking, reading and writing skill.

Brown (2001) states that students with high motivation to read English will better prepare themselves to engage the process of teaching and learning in the classroom. Teachers, parents or observer will be easy to differ them one with low motivation. Students with high motivation will prefer to read more books, ask many questions to teachers, do the exercises, expose themselves to English language using, trying to use their English skill to communicate with others, or happily engage in the process of teaching and learning English. Meanwhile, students with low motivation usually do not strong enough to engage in the process of teaching and learning English. They rarely ask questions even though they do not understand the subject. They will have to be forced by teacher or parents to read the book, do the exercises, and or do the tasks from teacher. Students with low motivation usually assume English subject as a difficult or even the most difficult subject to be learn. 4

Based on Curriculum (KTSP) that exists in the school, reading is one of English skills that has to be learned. The basic reading competence of reading of the third year is students are able to comprehend the meaning of functional text and short simple essay in the form of descriptive, recount and narrative text. From that competence, there are several indicators. They are:

1. Students understand about textual meaning from descriptive, recount and narrative text.

2. Students understand about rhetorical steps from descriptive, recount and narrative text.

3. Students understand about communicative purposes from descriptive, recount and narrative text.

4. Students understand about language features of descriptive, recount and narrative text.

Based on the observation, the writer found out that many students still confused in comprehending texts. As we know, reading without comprehension is not a reading. Some of them get difficulties in finding main idea of the texts, comprehending the meaning of the questions, answering the questions related to the text so that they lose their interest in reading texts even though they have been taught about things related to the texts. That‟s why writer is interested in conducting research in order to know whether there is any correlation between students‟ reading motivation and reading comprehension.

The writer chose the third year students of SMPN 12 Pekanbaru as the object of the research because most of texts are taught at the third year, namely descriptive text, recount text and narrative text for reading skill. In addition, the materials that the writer will research are already taught in the second year.

Therefore, it can be assumed that the higher student‟s reading motivation is, the higher reading comprehension student will be.

METHODOLOGY

This research belongs to correlational research which determines the relationship between students‟ reading motivation is as variable X and their reading comprehension is as variable Y. This research was conducted at SMPN 12 Pekanbaru. The population of this research was all of the third year students of SMN 12 Pekanbaru with the total number of students was 312 students. The sample of this research was class IX4 which consisted of 39 students. The sample was chosen by using cluster random sampling. The writer selected the classes randomly as the sample and try out class by using lottery technique. The writer asked all the chairmen of the third year to take a piece of paper and class IX3 was chosen as the try out class and class IX4 as sample class. To conduct this research the writer used questionnaire and test, reading motivation questionnaire and reading comprehension test. Before conducting the research, the writer tested the instrument by validity and reliability test. After collecting the data, the writer used correlation Product Moment formula to find out the correlation between variable X (students‟ reading motivation) and variable Y (students‟ reading comprehension) and the symbol of the correlation product moment is „r‟. The data were analyzed by using 5

SPSS 21.0. After analyzing the data, it can be interpreted based on the table of rxy Product Moment‟s interpretation.

RESEARCH FINDINGS

In this section, the writer presents the findings focusing on the correlation between reading motivation and reading comprehension.

The Students’ Reading Motivation

The distribution of students‟ reading motivation score is presented below. 

WHAT IS SYNTAX ?

What does the syntax mean : it  is  the  a branch of linguistics fields  that   focus on  how language works, the study of how sentences are put together

Many kinds of syntax

1.       SYNTAX AS A COGNITIVE SCIENCE.

Cognitive science is a cover term for a group of disciplines that all aim for the same

goal: describing and explaining human beings’ ability to think.

To communicate to other people we need to produce sentences to our speaking.

Sentences are how we get at expressing abstract thought processes,

How important is syntax?

so,  the study of syntax is  an important foundation stone for understanding how we communicate and interact to each other as humans.

Why syntax is very important?

One thing that distinguishes us from other animals, even relatively smart ones like chimps and elephants, is our ability to use language. Language plays an important role in how we think about abstract notions, or, at the very least, language appears to be structured in such a way that it allows us to express abstract notions.

2.       MODELING SYNTAX

The dominant theory of syntax is due to Noam Chomsky and his followers, starting

in the mid 1950s and continuing to this day

The theory in syntax  has developed time to time until today

What are the modeling syntax?

Starting in the mid 1950s and continuing to this day. This theory, which has had many different names through its development (Transformational Grammar (TG), Transformational Generative Grammar, Standard Theory, Extended Standard Theory, Government and Binding Theory (GB), Principles and Parameters approach(P&P) and

Minimalism (MP)), is often given the blanket name Generative Grammar.

One of MODELING SYNTAX  is GENERATIVE GRAMMAR

What is generative grammar?

the rules as being like the command lines in a computer program.

These rules don’t tell you how to properly punctuate a sentence or not to split an infinitive. Instead, they tell you the order in which to put your words (in English, for example, we put the subject of a sentence before its verb; this is kind of information encoded in generative rules).

The underlying thesis of generative grammar is that sentences are generated

by an subconscious set of procedures (like computer programs). These procedures

are part of our minds (or of our cognitive abilities if you prefer). The goal of syntactic

theory is to model these procedures.

In generative grammar, the means for modeling these procedures is through

a set of formal grammatical rules. Note that these rules are nothing like the rules of

grammar you might have learned in school! These rules don’t tell you how to properly

punctuate a sentence or not to split an infinitive. Instead, they tell you the order

in which to put your words (in English, for example, we put the subject of a sentence

before its verb; this is kind of information encoded in generative rules). These rules

are thought to generate the sentences of a language, hence the name generative

grammar. You can think of these rules as being like the command lines in a computer

program. They tell you step by step how to put together words into a sentence.

3.       SYNTAX AS SCIENCE – THE SCIENTIFIC METHOD

What is  it?

The pattern of words in  a sentence, or more.

The way to analyze the patterns in a sentence whether it  makes sense in meaning or not is called SYNTAX AS SCIENCE

Why ?

because  the way to analyze whether in a sentence has a sense meaning or not by using a method.

This method has  risen a kind of rule we call it with the grammar

Gather and observer data -à make generalization -à develop hypothesis

HOW DOES IT HAPPEN ?

Syntacticians start by observing data about the language they are studying, then make generalizations about patterns in the data (e.g. in simple English declarative sentences, the subject precedes the verb). They then generate a hypothesis—preferably one that makes predictions and test the hypothesis against more syntactic data, and if necessary go back and re-evaluate their hypotheses. The hypotheses are called rules, and the group of hypotheses that describe a language’s syntax is called a grammar.

FOR EXAMPLE

a.       She have speaking to himself

b.      they will speaking to herself

So from the above sentences special method is used ,like a scientific method in science field to analyze something

A

She                        à a woman

Have                      à modal

Speaking              à verb

It must be like :

She has spoken by herself

They                      à subject plural  

Will                         à  modal

Speaking              à speak

to                            à to

herself                  à themselves

it must be

they will speak to themselves

Some people will understand about the meaning to every words. But, do the sentences have made sense? The answer is no




it will be continued and fixed by me


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