IMPROVING STUDENTS VOCABULARY THROUGH TONGUE
IMPROVING STUDENTS’ VOCABULARY THROUGH TONGUETWISTER GAME AT THE SECOND GRADE OF SMA NEGERI 4PALOPOIAIN PALOPOA THESISSubmitted to the English Study Program of S1 Tarbiyah and Teachers TrainingFaculty of State Institute for Islamic Studies of Palopo inPartial Fulfillment of Requirement for S.PdDegree in English EducationSITI RAHMA14.16.3.0131ENGLISH EDUCATION STUDY PROGRAMFACULTY OF TARBIYAH AND TEACHERS TRAININGSTATE ISLAMIC INSTITUTE OF PALOPO2019
IMPROVING STUDENTS’ VOCABULARY THROUGH TONGUETWISTER GAME AT THE SECOND GRADE OF SMA NEGERI 4PALOPOIAIN PALOPOA THESISSubmitted to the English Study Program of S1 Tarbiyah and Teachers TrainingFaculty of State Institute for Islamic Studies of Palopo inPartial Fulfillment of Requirement for S.PdDegree in English EducationBy,SITI RAHMA14.16.3.0131Supervised by:1. Wahibah, S.Ag., M.Hum2. A. Tenrisanna Syam, S.Pd., M.PdENGLISH EDUCATION STUDY PROGRAMFACULTY OF TARBIYAH AND TEACHERS TRAININGSTATE ISLAMIC INSTITUTE OF PALOPO2019
ACKNOWLEDGEMENTِ ِ ِ ف ْاألَ ْنبِيَا ِء َو ْال ُمرْ َسلِ ْينَ َسيِّ ِدنَا ُم َح َّمد َو َعلَى اَل َّ َوال ، َ اَ ْل َح ْم ُد ِهللِ َربِّ ْال َعالَ ِم ْين ِ صالَةُ َوال َّسالَ ُم َعلَى أَ ْش َر ) (أَ َّما بَ ْع ُد . َ َواَصْ َحبِ ِ ِ أَجْ َم ِع ْين Alhamdulillahi Rabbil „Alamin, praise and thanks to the Almighty God AllahSWT without His blessing and mercy, the researcher would have never been able tostart and finish this thesis as the requirement for degree of Sarjana Pendidikan (S.Pd)at the State Institute for Islamic Studies (IAIN) Palopo on the title “ImprovingStudent’s Vocabulary Through Tongue Twister Game at the Second Grade Studentsof SMAN 4 Palopo”. Shalawat and tasleem always be given to our beloved prophet,Muhammad SAW. Who has guided us from the stupidity era to the cleverness eranamely Islam Religion.The researcher realizes that the existence of this thesis was by receiving muchadvice, guidance, encouragements, and comments from many people. Therefore, thewriter would like to express thankful to:1. Dr. Abdul Pirol, M.Ag. as the Rector of IAIN Palopo.2. Dr. Kaharuddin, M.Pd.I. as the Dean of Tarbiyah and Teacher Training Faculty.3. Dr. Taqwa, S.Ag., M.Pd.I. as the Head of Teacher Training Department of IAINPalopo.
4. Amalia Yahya, S.E., M.Hum as the Chief of English Education Study Program,who always gave support and advise in writing this thesis.5. Wahibah S.Ag., M.Hum and Andi Tenrisanna Syam S.Pd., M.Pd as the first andthe second researcher‟s consultants who have given guidance, explanation,correction, suggestions, and some ideas until the reasearcher can finish this thesis.6. Dr. Masruddin M.Hum and Mr. Syamsudarni S.Pd.I., M.Ed as first and secondexaminer who has given correction, and suggestion and some ideas until thewriter finish this thesis.7. All the lecturers of English Education Study Program IAIN Palopo who havegiven the researcher knowledge, motivations, skill development, and attention inlearning English.8. Drs. H. Esman S.Pd.I., M.P.d. as the Headmaster of SMA Negeri 4 Palopo whohas allowed the researcher to carry out the research in his school.9. Mrs. Hariani S.Pd as the English Teacher of SMA Negeri 4 Palopo who hashelped the researcher in conducting the research.10. The eleventh grade students are as the participants of this research. Thanks foryour good cooperation during the research.11. The entire researcher‟s family, special thanks to her beloved parents (Drs.Sudirman Andi Sonde and Dra. St. Juhra) her beloved brothers (Sujarwadi,Amirullah, and Surya Sudirman AS) and her beloved sisters (Audya Sudirman andRabiana). Thanks for giving love, prayer, support, advice, and everything.
12. All of the researcher friends in English Education Study Program. Specially forclass BIG.D. who always along from the beginning until finish the last study.Special thanks for my best friends, ST. Aisyah, Tadzkiratul Husna, Siti Hartina,Uswatun Hasanah, Weli, Zakina, Siti Hardiah Nengsi, Susanti, Sulviayana Ramli,and Yulianti Wulan. For the endless spirit and affection, I love you all.The researcher also thanks to the others who cannot be mentioned one by one,who have helped and supported the researcher to finish this thesis. The researcherrealized that this would not be created without their participation.The researcher admits that this thesis is far from being perfect. Hence,constructive critics and advices are really expected. The researcher hopes that thisthesis would be helpful and beneficial to everyone. Amin.Finally, the researcher dedicates this thesis may Allah SWT, bless us. Aamiin.Palopo, 1th February 2019The ResearcherSiti Rahma
TABLE OF CONTENTSTITLE PAGE . iTHESIS APPROVAL . iiiEXAMINER APPROVAL . ivCONSULTANT APPROVAL. vNOTA DINAS PEMBIMBING . viPRONOUNCEMENT . viiiACKNOWLEDGEMENT . ixTABLE OF CONTENTS . xiiLIST OF TABLE . xivABSTRACT . xvCHAPTER I. INTRODUCTION . 1A. Background . 1B. Problem Statement . 3C. Objective of the Research. . 3D. Significant of the Research. . 4E. Scope of the Research. . 4F. Definition of Term. . 5CHAPTER II. LITERATURE REVIEW . 6A. Previous Related Studies. 6B. Some Pertinent Ideas . 81. Definition of Vocabulary . 82. Types of Vocabulary . 103. Part of Speech . 114. The Importance of Vocabulary . 195. Technique in Presenting Vocabulary . 206. Teaching Vocabulary . 217. Assessing Vocabulary . 22
8. Definition of Game . 259. Types of Game . 2710. Advantages of Game . 2811. Definition of Tongue Twister . 2912. Types of Tongue Twister Game . 3013. The Example of Tongue Twister Game . 3114. The Procedures of Tongue Twister Game . 3315. The Advantages of Tongue Twister . 34C. Theoretical Framework. . 35D. Hypothesis . 36CHAPTER III. RESEARCH METHOD . 37A. Research Design . 37B. Population and Sample . 37C. Variable of the Research. . 38D. Instrument of the Research. . 38E. Procedure of Collecting Data. . 39F. Treatment. . 39G. Technique of Analyzing Data. . 46CHAPTER IV. FINDINGS AND DISCUSSION . 48A. Findings . 48B. Discussions . 53CHAPTER V. CONCLUSION AND SUGGESTIONS . 57A. Conclusion . 57B. Suggestions . 57BIBLIOGRAPHY . 59APPENDICESDOCUMENTATIONAUTOBIOGRAPHY
LIST OF TABLESTable 3.1 Score and Classification for Vocabulary . 47Table 4.1 Rate Percentage of Students‟ Scoring in Pre-Test . 48Table 4.2 The Mean Score Of The Students in Pre-test. 49Table 4.3 Rate Percentages of Students‟ Scoring in Post-Test . 50Table 4.4 The Mean Score of Students‟ Correct Answer in Post-Test . 50Table 4.5 The Paired Sample Statistic of Pre-Test and Post-Test . 51Table 4.6 The Paired Sample of Pre-Test and Post Test Paired Sample Test . 52Table 4.7 The Probability Value of T-Test of The Students Achievement . 52
ABSTRACTSitiRahma, 2019, Improving Students’ Vocabulary through Tongue Twister Game atthe Second Grade Students of SMAN 4 Palopo.Thesis.,EnglishEducation Study Program. Tarbiyah and Teachers Training Faculty,State Islamic Institute of Palopo. Advised by Wahibah S.Ag., M.Humand Andi Tenrisanna Syam, S.Pd., M.PdKeywords: Tongue Twister Game, Vocabulary, Purposive SamplingThis research is concerned about improving students vocabulary throughtongue twister game at the second grade of SMA Negeri 4 Palopo. The problemstatement of the research was “Does tongue twister game effectively improve thestudents‟ vocabulary at the second grade of SMA Negeri 4 Palopo?. The objective ofthe research was to find out whether or not tongue twister game effectively improvethe students‟ vocabulary at the second grade students of SMAN 4 Palopo.The research applied pre-experimental method. The number of population was207 students. The sample of the research was one class consisted of 22 students, theresearch used purposive sampling technique. The instrument of the research wasvocabulary test. The researcher collected the data through pre-test, and posttest. Theresearcher analyzed the data using SPSS 22.0The result shows that the mean score of posttest was higher than the meanscore of pretest (84.64 67.27). The result of statistical analysis for level ofsignificance 0.05 with degree of freedom (df) N-1, where (N) 22, df 21. Theprobability value was smaller than α (0.00 0.05). It indicates that the alternativehypothesis (H1) was accepted and the null hypothesis (H0) was rejected. By usingtongue twister game the students were easy to memorized the vocabulary. Tonguetwister also useful for the students to develop their motivation and interest in learningEnglish vocabulary.Based on the result of this research, it can be concluded that tongue twistergame improved effectively the students‟ vocabulary at the second grade students ofSMAN 4 Palopo.
CHAPTER IINTRODUCTIONA. BackgroundVocabulary is the basic language aspect that must be mastered beforemastering English skill. Virginia stated that vocabulary is one of the most importantelements in a language1. Many of the vocabulary in English text books have to belearned. Without it no one can speak or understand the language.In addition,vocabulary is defined as the total number of words in a language.Large vocabularies help us to express our ideas precisely, vividly and withoutrepeating ourselves in composition2. The teacher has to transfer the information to thestudents, because the students have to understand the vocabulary used to enable themto get the information transferred. The usefulness of words is words that are morefrequently used and commonly found in communication.Based on the result interview to the second grade students of SMAN 4 Palopo,according to the teacher: “thestudents still lack of vocabulary, because they were lesspractice and attention in the English lesson. They also difficult to understand orcomprehend the meaning of words in the text that their learned, and get difficulty tocommunicate effectively in English.According to the students the trouble in learningEnglish was still lack vocabulary,because they difficultto memorizing new word and1Virginia French Allen, Technique in Teaching Vocabulary, (Oxford UniversityPress, 1983). P. 72Burton, S. H. 1985. Mastering English Language. Milan Press Ltd. Milan.
they were lazy to memorize the unfamiliar words that they heard or read in the text.They also not able to listen the English words from speakers,cannot compose theirwriting task successfully, and cannot recognize the meaning of each word becausethey difficult to classified and different the part of speech of noun, adjective, andverb. They also made many mistakes in spelling and pronouncing words, it needs tobe improved more.So to overcome about the problem the researcher chose thetonguetwister game as a learning method to solve problems at SMAN 4 Palopo.Tongue twister is fun words games, used to challenge our vocabulary. Tonguetwister is easier to be remember and can be an effective method in teachingvocabulary for students. Tongue twister is a sentence or phrase that is intended to bedifficult to say, especially when repeated quickly and often3. Although in this modernera, we may not realize that the importance of this tongue twister, we can still makeuse of them today to teach children or young adults to improve their vocabulary. Thistongue twister might seem to be ancient sentences which it might associate with theolden days, however these tongue twisters can serve to be useful in teaching ofEnglish vocabulary.The researcher chooses this method because tongue twister games offerstudents a fun filled and relaxing learning. It also make students memorize themeaning of words easily because their paractice more and more. This method is alsoTri Iryani, Improving Fifth Graders’ Pronunciation of “TH” by using TongueTwister A Classroom Action Research at Fifth Graders of SDN Mojoagung 01, Trangkil-Patiin the Academic Year of 2014/2015, (Semarang: English Department Faculty of Languageand Arts Semarang State University, 2015), p. 13.3
popular as it is fun and interesting not only for young but also adult learners. For theteacher, teaching English through tongue twister game can change class atmosphereand get more effective learning goals. If the teacher apply tongue twister in teachingvocabulary, not only vocabulary improvement. Tongue twister also improve andenrichment their pronunciation and listening.Besides that tongue twister have some advantages, such as: helping students gainawareness of their pronunciation problems, helping students build a new musclememory, improving their vocabulary, improving their listening, relieving themonotony of the lesson, and allowing students to practice the language without fearof making mistakes.Based on explanation above the researcher would like to take a classexperiment under the title of “Improving Students Vocabulary through TongueTwister games at the Second Grade of SMA Negeri 4 Palopo”.B. Problem StatementBased on the description above, the researcher formulates the problemstatement as follow: Does tongue twister game effectively improve the students‟vocabulary at the second grade students of SMA Negeri 4 Palopo?C.Objectives of the ResearchThe objective of the research is to find out whether or not tongue twister gameimprove effecctively the students‟ vocabulary at the second grade of SMA Negeri 4Palopo.
D. Significant of the Research1TheoreticallyThe result of this research is expected to developed theories about Englishvocabulary.2Practically For the teacherThe result of this study is expected to be a good reference for teachers inteaching vocabulary problem. For the studentsTheresult of this research is expectedto be useful for the studentstodevelop their motivation and interest in learning English vocabulary. For the further researchIt will be used by the other researcher as the previous study in teachingvocabulary. On the other hand, it is expected that the next researcher canimplement the method in teaching learning process by using better way.E. Scope of the ResearchBy discipline, this research is under language teaching. By content, thisresearch is limited on the sounds of tongue twister classification (b, c, p, r, s, t, w, ch,sh, th) and words classification (noun, verb, and adjective). By activity, the researcherused tongue twister game to teach vocabulary. The students had mastered 210vocabularies.
F. Definition of TermThe definition of term can be described as follows:1. Tongue twister game is a game which is givinng sequence of words that isdifficult to pronounce quickly and correctly.2. Vocabulary is defined as a list of words and often phrases, usually arrangedalphabetically and defined or translate a lexicon or glossary.
CHAPTER IILITERATURE REVIEWA. Previous StudyThere were some researches that used the Tongue Twister Game to improvethe students‟ achievement.1. Miftahur4, with the title The use of Tongue Twister Technique to Improve EFLStudents‟ Pronunciation (A Classroom Action Research at the Tenth Grade ofSMA Unggulan Nurul Islam Semarang in Academic Year of 2015/2016). In herresearch, she intended to describe the implementation of tongue twister techniquein improving EFL students‟ pronunciation. From her research, she obtained thedata by interviewing teacher, observation, test, and documentation. She concludedthat there was improvement of students‟ pronunciation after being taught by usingtongue twister technique. The differences between Miftahur research and thisresearch are first, Miftahur taught pronunciation, and meanwhile this researchtaught vocabulary. Second, Miftahur applied action research, while this researchapplied experimental research. Third, the subject of Miftahur research was thetenth grade of SMA Unggulan Islam Semarang, while this research was thesecond grade of SMA Negeri 4 Palopo.4Miftahur Rohman, The Use of Tongue Twister Technique to Improve EFL Students’Pronunciation A Classroom Action Research at The Tenth Grade of SMA UnggulanNurulIslam Semarang in The Academic Year of 2015/2016, (Semarang: English EducationDepartment of Education and Teacher Training Faculty Walisongo Islamic State UniversitySemarang, 2016).
2. Iryani5, with the title Improving Fifth Grades‟ Pronunciation of “TH” by usingTongue Twister (A Classroom Action Research at Fifth Graders of SDNMojoagung 01, Trangkil-Pati in the Academic Year of 2014/2015). In herresearch, she intended to find out how effective tongue twister in helping studentsimproving their pronunciation of /θ/. From her research she concluded that thetongue twister was well accepted by students and significantly improved theirpronunciation of /θ/. The differences between Iryani research and this research arefirst, Iryani taught pronunciation, and meanwhile this research taught vocabulary.Second, Iryani applied action research, while this research applied experimentalresearch. Third, Iryani research focused on sound “TH” while this researchfocused on sounds “B, C, P, R, S, T, W, CH., SH, TH). Fourth, the subject ofIryani research was fifth graders of SDN Mojoagung 01, Trangkil-Pati, while thisresearch was the second grade of SMA Negeri 4 Palopo.3. Tzakosta& Sfiraki6, with the title Tongue Twister as a Teaching TechniqueFacilitating Morph Phonological Awareness and Vocabulary Development in thePreschool Child. In their research, they concluded that tongue twister help pupilscomprehend word internal structures, acquire word formation mechanisms, andtherefore contribute to vocabulary development. The similarity between both ofTri Iryani, Improving Fifth Graders’ Pronunciation of “TH” by using TongueTwister A Classroom Action Research at Fifth Graders of SDN Mojoagung 01, Trangkil-Patiin the Academic Year of 2014/2015, (Semarang: English Department Faculty of Languageand Arts Semarang State University, 2015).6Marina, Tzakosta& A. Sfiraki, Tongue Twister as a Teaching Technique FacilitatingMorphological Awareness and Vocabulary Development in The Preschool child, (Universityof Crete, 2016), p. 13.5
the research is both of the research applied experimental method. The differenceis the subject of Tzakosta & Srifaki was the preschool child, while this researchwas the second grade of SMA Negeri 4 Palopo.4. Jayanti7, with the tittle Upaya Meningkatkan Penguasaan Vocabulary BahasaInggris Anak Melalui Metode Bermain Tongue Twister. In her research, sheintended to know the improvement of English Vocabulary Skill through TongueTwister Game. From her research, she concluded that tongue twister game canimprove the children vocabulary mastery of TK A, TK Dharma WanitaKrendowahono, Gondangrejo, Karanganyar. The similarity between Jayantiresearch and this research is both of the research taught about vocabulary. Thedifferences between Jayanti research and this research are first, Jayanti appliedaction research, while this research applied experimental research. Second, thesubject of Jayanti research was the children of TK A, TK Dharma WanitaKrendowahono, Gondangrejo, Karanganyar, while this research was the secondgrade of SMA Negeri 4 Palopo.B. Some Pertinent Ideas1. Definition of VocabularyVocabulary is the one of English components, which has to be mastered andacquired by students in learning a new language”. It can be argue that vocabulary is a7Wahyuni, Jayanti, Upaya Meningkatkan Penguasaan Vocabulary Bahasa InggrisAnak Melalui Metode Bermain Tongue Twister (Surakarta: Facultas Keguruan dan IlmuPendidikan Universitas Muhammadiyah Surakarta, 2013).
tool of communication which needs to be taught in context and the people shouldalways be given many opportunities to use the language. Vocabulary itself consists ofseveral parts of speech, they are noun, verb, adjective, and adverb, from those kindsof vocabulary, the first that students need to know is noun.Virginia states that vocabulary is one of the most important elements in alanguage8. Many of the vocabulary in English text books have to be learned. Withoutit, no one can speak or understand the language. It means that people cannot write aword or make a sentence well, when they do not master it. It line with Krida Laksanastates that vocabulary is a component of language that maintains all of informationabout meaning and using word in language9. It means that vocabulary is the importantpart of language, without vocabulary the language cannot be used to maintain allinformation in language.Vocabulary is very important in studying English. If people have lessvocabulary, they not only cannot understand other‟s saying, but also cannot makesentence to transfer their message to the other people. Thus, they will understandEnglish expression if they have enough vocabularies.William Morris stated that, vocabulary is defined as a list of words and oftenphrases, usually arranged alphabetically and defined or translate; a lexicon orMiftahul Jannah, Using Games in Improving Sudents’ Vocabulary at the SeventhGrade of Yayasan Miftahul Jannah (YMJ)Ciputat, (Jakarta:Department of English EducationSyarif Hidayatullah State Islamic University, 2011), p. 69Neaty Muttahidah, Improving Students’ Vocabulary through Vocabulary Card.(Jakarta: Department of English Education Syarif Hidayatullah State Islamic University,2011), p. 88
glossary10. Vocabulary skills included: pronunciation, spelling, grammar, andmeaning11. So, vocabulary is a list of words usually arranged alphabetically and thepeople use according to pronunciation, spelling, grammar, and meaning.Vocabulary is needed to improve the four language skill, namely listening,speaking, reading, and writing. Without grammar, very little can be conveyed,without vocabulary nothing can be conveyed. When we just learn about grammarwithout learning vocabulary, we cannot express anything. Vocabulary is a componentof language that contains all of information about meaning and using word in alanguage12.From some definition, it can be argued that vocabulary not only contains listof words but also contains all of information about using word, and it also containsmeaning of word in a language. So, it becomes a basic for people to communicate,because without vocabulary an idea cannot be given in communication.2. Types of VocabularyThere are severaltypes of vocabulary. Haycraft (in Hatch and Brown)classifies into two kinds. They are:Miftahul Jannah, Using Games in Improving Sudents’ Vocabulary at the SeventhGrade of Yayasan Miftahul Jannah (YMJ)Ciputat, (Jakarta:Department of English EducationSyarif Hidayatullah State Islamic University, 2011), p. 611Lynne Cameron, Teaching Language to Young Learners, (UK: CambridgeUniversity Press, 2001).12FebrianaEkaSetyaningsih, The Use of Word Clap Game to Improve Students’Vocabulary Mastery. A classroom Action Research at The Eighth Grade Students of SMPN 3Ungaran in Academic Year of 2014/2015, (Semarang: English Department Faculty ofLanguage and Arts Semarang State University, 2015), p 14.10
a. Receptive vocabulary is words that learners recognize and understand when thewords are used in the context, but which they cannot produce. The learners foundthe word in reading text but they do not use it in their speaking or writing.b. Productive vocabulary is the words that the students recognizes and understand,can pronounce correctly and use in speaking and writing. In involves what isneeded for receptive vocabulary plus the ability to speak or write at theappropriate time. Therefore, productive vocabulary can be addressed as an activeprocess. The learners produce the words to express their thoughts to others13.From explanation above, it can be concluded that there is vocabulary whoreaders know it but it do not use, and sometimes reader not only know it but also useit, and it is usually use in writing and speaking.Vocabulary divides into two categories, namely: active vocabulary andpassive vocabulary. Active vocabulary is the words someone can use, and passivevocabulary is the words someone can understand, but does not use.From some definition above, it can be concluded that receptive vocabularyhas same meaning with passive vocabulary who people only know it without use itwhen communicate or write something. Productive vocabulary has meaning withactive vocabulary who people know and it is usually use to communicate or writesomething.13Insan Bara Rosada, Improving Vocabulary by Using Anagram Game at The FirstGrade Students of MTSN Karanganyar in Academic Year 2015/2016, (Surakarta: EnglishEducation Department Islamic Education and Teacher Training Faculty State IslamicInstitute of Surakarta, 2016), p. 18
3. Part of Speech (Word Classes)In learning English vocabulary,words is classified into eight categories:nouns, verbs, adjectives, adverbs, pronoun, determiner, preposition, and conjunction.The nouns, verbs, adjectives, and adverbs are known as content words, whereas thepronoun, determiner, preposition, and conjunction are known as function words.a. Content WordsContent words are also known as lexical words. They are called content wordsbecause they carry their own meaning. In other words, they have their ownindependent meaning, and can occur in isolation. In addition, they have an open classsystem because they can accept new words with the expansion of the vocabulary ofthe language. They include noun, verbs, adjectives, and adverbs. NounsA noun is the name of any word that can stand as the subject or object of anysentence. In addition, Jackson in Sukirman‟s14 book states th
twister game as a learning method to solve problems at SMAN 4 Palopo. Tongue twister is fun words games, used to challenge our vocabulary. Tongue twister is easier to be remember and can be an effective method in teaching vocabulary for students. Tongue twister is a
Vocabulary for Colloquial English Vocabulary for English: FCE Vocabulary for English: IELTS Vocabulary for English: PET Vocabulary for English: TOEFL Vocabulary for Hotels, Tourism, Catering Vocabulary for Law Vocabulary for Marketing Vocabulary for Medicine, 2nd edition -948549-96-3 1-901659-27-5 -948549-97-1 1-901659-11-9 1-901659-60-7 1 .
tongue tip 1-3 mos. 6-12 mos. Helps infant find nipple and start to feed Gag Touch post. Tongue or pharynx 5-9 mos. Remains in adults No relationship-but important for safety Phasic bite Apply pressure to gums 5-9 mos. Early munching Tongue protrusion Transverse Tongue Touch front of tongue Touch sides of
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CHAPTER 4 Vocabulary List 1—Prefixes 31 CHAPTER 5 Vocabulary List 2—Suffixes 45 CHAPTER 6 Vocabulary List 3—Learning Roots 59 CHAPTER 7 Vocabulary List 4—More Roots 73 CHAPTER 8 Vocabulary List 5—Foreign Language Terms Used in English 87 CHAPTER 9 Vocabulary List 6—Business Terms 101
Mother tongue is “the language one thinks, dreams and counts in”. Bloch (n.d.) quoted a definition of mother tongue as: “A mother tongue is the language the child can speak fluently before going to school. It is the language in which the child can operate
Paper 1 1 h 10 min English Language / Foundation English Language Listening Comprehension 35 min 12 Oct 2018 Mother Tongue Paper 1 50 min Foundation Mother Tongue Reading Comprehension 40 min Mother Tongue Listening Comprehension 40 min Foundation Mother Tongue Listening Comprehension 40 min 19 Oct
BISON/ Am. Std. Tongue & Groove A/D BERGMAN BTC 1.5mm x 60 Serrated P/Q BUCK Am. Std. Tongue & Groove A/D Square Serrated Key B/E BULLARD Bullard Style C/W CADILLAC Am. Std. Tongue & Groove A/D CUSHMAN Am. Std. Tongue & Groove A
Fedrico Chesani Introduction to Description Logic(s) Some considerations A Description Language DL Extending DL Description Logics Description Logics and SW A simple logic: DL Concept-forming operators Sentences Semantics Entailment Sentences d 1: d 2 Concept d 1 is equivalent to concept d 2, i.e. the individuals that satisfy d 1 are precisely those that satisfy d 2 Example: PhDStudent .
