Senin, 09 April 2012

Descrimination of Girl Who Live in The Village
Richard (1994: 561) states that gender is a range of characteristics used to distinguish between males and females, particularly in the cases of men and women and the masculine and feminine attributes assigned to them. Depending on the context, the discriminating characteristics vary from sex to social role to gender identity.
Based on my observation in the village. Girls who live in the village do not have high education. Most of girls who live in the village graduated from elementary school and the highest education is senior high school. I have ever heard an old woman said to her daughter like this: “What for you go to school if at the end you go back to the kitchen. It may be needed to go to school if you are boy and you should get the best education for your future because the men have to catch the good job not only for themselve but also for their family”.
It means that girls to fullfill the roles of good wives and mother. They were also to impose an ideal family form in which a male acts as a breadwinner and a woman as an economically dependents, full time wife and mother. The view that women were different from men not only biologically but socially, intelectually and psychologically.
I think it is unfair for girls who live in the village because most of girls who live in the village just have low education. Although, in the fact many women success in their job after they got education.
When I was senior high school, I have a bestfriend. Her name is Nia. She was the smartest student in my class. She always got scholarship so she could school until senior high school. She live in the village. She came from able family but her mother banned her to continue school in the University. She tought that every girls who school at the end she must go back to the kitchen. So my friend did not continue her school. Whereas she want to be a teacher.
At the end, the discrimination between men and women who live in the village has happened since a long time ago and still happen nowadays. The descrimination happened because the parents who live in the village got low education so they do not understand how is the important of education.
References
Udry, J. Richard. 1994. The Nature of Gender. Jakarta.
Suharno. 2007. Introduction to English Literature. Jakarta: Universitas Terbuka

SEMANTIC

Semantic    : The branch of linguistics which studies meaning (Trask, 1999: 268)
Semiotics   : The study of the social production of meaning from sign system (Trask, 1999: 270)
Icon, Index and Symbol (Saeed, 2000: 5)
·      Icon is where there is a similarity between a sign and what it represents.
·      Index is where a sign is closely associated with its referent, often in a causal relationship.
·      Symbol is where there is only a conventional link between the sign and the referent.
Challenge 1 in doing semantics (Saeed, 2000: 6-7)
1.    Circularity
2.    Linguistic Knowledge (about the meaning of words) Versus Encyclopaedic Knowledge (about the way theworld)
Ex: What is tomato? It is a fruit or vegetable?
3.    Meaning of utterance incontext
Word
Prototypical word has the following properties:
1.    It is the smallest grammatical unit that can be moved around in a sentence or be separated from its fellows by the insertionof new material.
2.    It is the largestunit which can not be reordered.
3.    It usually consists of a single root, either alone or with one or more affixes.
Lexeme
Cruse (2006:92) defined lexeme as the fundamental unit of lexical semantics (it is dealing with an associationbetween form and meaning). It coresponds roughly to one of the everyday uses of the term ‘word’.
Units of talk, talks, talked and all differetalking are
Sentence
Trask (1999: 273) states that sentence is the largest purely grammatical unit in a language. The unit is held together by rigid grammatical rules.
Grammar
            Grammar is the rules for constructing words and sentence in a particular language (Trask, 1999: 110). Similar to that, (Matthews, 1997: 150) states that grammar is a systematic account of structure of a language and it is also dealing with patterns of the structure.
Sentence Vs Sentence Fragment
Consider this exchange.
Mike    : “Where’s Susi?”
Alice    : “In the library”.
Thus, grammatically
·      Mike’s utterance represents a sentence (because it is constructed according to the rules for making English sentence); but,
·      Alice’s response does not represent a sentence (because it is only a fragment of a sentence)
Phrase
            Matthews (1997: 279) defines phrase as any sintatic unit which includes more than one word and is not an entri sentence.
Clause
Trask (1999: 35-6) defines clause as the largest grammatical unit smaller than a sentence.
Traditionally, a clause cosists of a subject and a predicate. Trask also points out that every sentence must consist of one clause or it can consist of more than one clause.
Syntax and Semantics (Fromkin and Rodman, 1998: 181)
            Syntax is concerned with how words are combined to form phrases and sentences.
            Semantics is concerned with what the combinations mean.
Sentence Relation and Truth
            There are fixed truth relations between sentences which hold regardless of the empirical truth of the sentences (Saeed, 2000: 90)
            In standard system of logic, a truth value is a property of a proposition; there are normally only two possible truth values: ‘true’ and ‘false’ (Cruse, 2006: 185).
Entailment
            We can see the claim of fixed truth relation by looking at the semantic relation of entailment (Saeed, 2000: 90).
§  The anarchist assassinated the emperor. (P)
§  The emporer died. (Q)
Cruse (2006: 54-55) states that entailment is a logical relation between proposition.
·      A proposition P entails a proposition Q
·      If and only if the truth of Q follows inescapably from the truth of P

Paraphrase
            Trask (1999: 89) states that normally, if P entails Q, then Q does not entail P; but it is possible for P and Q to entail each other, and this case we are looking at paraphrase.
Example:
P ‘Sally sold a car to Mike’.
Q ‘Mike bought a car from Sally’.

Presupposition
            Trask (1999: 89) points out that an entailment (conversational implicature) differs from a presupposition. Trask (1999: 248) mentions that, in presupposition, when we hear an utterance, we are immediately entitled to draw certain following inference.
Example:
P ‘John’s wife runs a boutique.’
Q ‘John is married.’
        P presupposes Q

Entailment Vs Presupposition
            Trask (1999: 89) mentions that an entailment is destroyed by negation.
‘The anarchist assassinated the emperor’ entails ‘The emperor died’ but
‘The anarchist did not assassinate the emperor’ does not entail ‘The emperor died’.
Meanwhile, a presupposition survives negation.
‘John’s wife does not run a boutique’ still presupposes ‘John is married’. (Trask, 1999: 248

Situation Types:
Stative Verbs Vs Dynamic Verbs
            Certain lexical categories, in particular verbs, inherently describe different situation types; some describe states, other are dynamic and describe process and events (Saeed, 2000: 109).
Stative Verbs like be, have, know and love allow the speaker to view a situation as a steady state (Saeed, 2000: 109).
            Dynamic Verbs can be classified into a number of types, based on the semantic distinction durative / punctual and telic / atelic. One possible  distinction within dynamic situation types is between events and processes (Saeed, 2000: 110).

Tense and Aspect
            Tense is defined as the grammatical category which relates to time. In other words, tense is the grammaticalization of verbs (Trask, 1999: 311).
            Aspect is defined as grammatical category which represents distinction in the temporal structure of an event; it may be seen as extending over a period of time or as occurring in a single moment (Trask, 1999: 23).

Modal Verbs
            Cruse (2006: 110)  mentions that there are two main dimensions of modality:
·      First is ‘eepistemic modality’ which is concerned with certainty or doubt, possibility or impossibility; in other words, it is dealing with the speaker’s attitude to the truth of the proposition;
·      Second is ‘deontic modality’ which is the dimension of obligation, permission and prohition.


The Tin Soldier

The Characters
Tinsmith                      : Creative, smart, friendly and dilligent.
Store Owner                : Kidness and friendly
Father                          : Kidness and good looking
Hedge                         : Kidness and friendly
Lili                               : Nice and friendly
Tin Soldier                  : Nice, handsome, heroic, has one leg and bashful
Ballerina                      : Beauty, has one leg, wear pink muslin skirt
Jack-In-The Box         : Friendish, furious and selfish
Kid 1                           : Kidness, and friendly
Kid 2                           : Nice and friendly
Rat                              : Fiery, selfish and friendish
Cook                           : Kidness and friendly
Maid                            : Nice and Friendly
Setting                        : At the Tinsmith Shop, At the Toyshop, At the Hedge´s
House, At the Paper Castle, In the Street, Inside a Tunnel, At Hedge`s House, Inside the Fish
Time                            : Long time ago
The Script
Narrator          : “Once upon a time, a tinsmith made a set of toy soldiers out of some old tin. The soldiers stood very straight, each carrying a gun on his shoulder, and they wore smart red jackets, blue trousers, and tall black hats with gold badges on the front.”
At the Tinsmith Shop
Tinsmith          : “They all look very nice… but this one… the last one… only has one leg.  I wish I had enough tin to finish it.  Anyway… I will take them to the toyshop to sell them.”
At the Toyshop
Narrator          : “The tinsmith entered the shop hoping to sell them all.”
Store Owner   : “What can I do for you?”
Tinsmith          : “I am selling these little soldiers I made myself.”
Store Owner   :” They look very nice… but what about this one?”
Tinsmith          : “I didn´t have enough tin to finish it,  but if you buy them all, I´ll give you this as a gift.”
Store Owner   : “Very good.”
Narrator          : “The owner paid  the tinsmith.  Soon a man entered the toyshop and bought it as a birthday present for his son.”
At the Hedge´s House
Father              : “Happy Birthday Hedge!  I brought you a birthday present!”
Hedge             : “What is it!”
Father              : “Open it, and you will see.”
Narrator          : “The little boy opened the present and was surprised.  Lili her sister was also there.”
Lili                  : “What is it?”
Hedge             : “A set of tin soldiers!”
Father              : “Do you like them?”
Hedge             : “Oh yes, father, thank you!…  Look, Lili!”
Lili                  : “Let me see them!”
Narrator          : “Hedge´s sister took the tin soldiers.”
Lili                  : “There´s one with just one leg.”
Hedge             : “Let me see… do you want it, Lili?”
Lili                  : “Yes, I´ll place it in my paper castle, now my princess will have her own guard!”
Narrator          : “Lili went to her room which was full of toys.  She placed the  tin soldier  inside the paper castle and there she was, the loveliest little paper ballerina with a pink muslin skirt, standing at the castle door.”
At the Paper Castle
Tin Soldier      : “Oh, what a beautiful ballerina!  And she is just like me… she only has one leg.”
Narrator          : “The tin soldier couldn´t see her other leg, which was behind her.”
Tin Soldier      : “She would be a perfect wife for me.”
Narrator          : “So he decided to ask her to marry him.”
Tin Soldier      : “Would you…. Would you…”
Narrator          : “At that moment the jack-in-the-box lid opened and he said.”
Jack                 : “Ha, ha, ha.. Stop!  What are you planning to do with this girl?”
Narrator          : “But the tin soldier did not answer. He only kept staring at the ballerina.”
Jack                 : “I´ll teach you!”
Narrator          : “Then Jack-In-The Box jumped and jumped until the little tin soldier fell out of the window.”
Tin Soldier      : “Oh No! No!  No!”
Narrator          : “And he fell to the ground.”
In the Street
Tin Soldier      : “That hurt!”
Narrator          : “The Tin Soldier was very sad because he wasn’t going to see the little ballerina again.  He stayed there until it started raining and raining until night came. Next day two kids saw him, and picked him up.”
Kid 1               : “Hey, look at this!  It´s a tin soldier!”
Kid 2               : “It´s very dirty!”
Kid 1               : “And he only has one leg.”
Kid 2               : “Let’s make him a boat!”
Narrator          : “They made a boat out of newspaper and place the tin soldier inside. The street was so full of water that it was a real stream.”
Kid 2               : “I am going to let it go.”
Narrator          : “The soldier stood erect, staring straight ahead as his boat rushed along. “
Tin Soldier      : “I thought they were going to rescue me!  All because of that monster´s fault!  But I have to find that girl!”
Narrator          : “Then the boat entered into a dark tunnel.”
Inside a Tunnel
Tin Soldier      : “It´s so dark in here!  I wonder where I am. “
Narrator          : “Then he saw two big eyes looking at him.  It was a huge rat.”
Tin Soldier      : “Oh!”
Rat                  : “Stop! Where do you think you´re going?  I am the master here, and I won´t let you go!”
Narrator          : “But the boat rushed on, going faster and faster.  The rat was angry and started chasing the boat.”
Rat                  : “I think I am going to eat you!”
Narrator          : “Suddenly the boat was out of the tunnel.”
Rat                  : “Oh, it´s the end of the tunnel… and I can´t stand the sunlight!”
Narrator          : “And the rat went back to the tunnel.”
Tin Soldier      : “I am safe!”
Narrator          : “But ahead of him there was a waterfall.”
Tin Soldier      : “Oh No!”
Narrator          : “He felt into a canal and began to sink.  The boat finally fell apart, the tin soldier sank down, down, down… and suddenly everything turned dark…  a big fish gobbled him up.”
Inside the Fish
Tin Soldier      : “Where am I?  It´s so dark in here!  I have to get out of here!”
Narrator          : “He tried to escape but the walls were soft and there was no way out.”
Tin Soldier      : “This is over.  I wish I could see my ballerina once more, before I die. Oh… my dear ballerina…”
Narrator          : “He fell asleep and dreamed of the big room with the children, the toys, the paper castle, and the lovely ballerina.  Suddenly he woke up.  That place was shaking and shaking but he couldn´t do anything.  Then he fainted.”
At Hedge`s House
Cook               : “Oh, the little tin soldier that was lost, it´s  inside the fish.  I´ll tell Lili!”
Narrator          : “The fish ate the soldier, a man caught that fish and sold it in the market, then the woman that bought the fish was the cook at David´s House.  The tin soldier had returned home and back to the ballerina.”
Tin Soldier      : “I´m so happy, that I want to cry!”
Cook               : “Lili!  Lili!  Look what I found!”
Lili                  : “What is it?”
Cook               : “It´s the tin soldier!”
Lili                  : “Oh…  thank you… I´ll put it again inside the paper palace.”
Narrator          : “When the tin soldier found himself again in the paper palace, he told the beautiful ballerina about his adventures.  He told her about the kids, the boat, the rat, the fish, and about his dream.  But suddenly…”
Jack                 : “Oh No!  It´s you again!  This time I won´t miss!”
Narrator          : “Jack-In-The-Box was furious and jumped, and jumped, and jumped, took the little soldier and threw him straight to the chimney.”
Tin Soldier      : “Oh!  Oh!”
Narrator          : “And he fell into the fire.”
Soldier            : “I am melting… good-bye my precious ballerina.”
Narrator          : “The ballerina was so sad, she only could see the soldier melting.  Suddenly a puff of wind blew off the dancer to the chimney, and into the fire with him.  Finally they were both together.  Next morning the maid wen to to clean the chimney.”
Maid               : “I have to clean the chimney… It´s strange… there´s a lump of tin shaped like a heart… I wonder why?”
Narrator          : “The heart meant the love between the tin soldier and the beautiful ballerina.”

The End