A Study Of Ambiguity Found In Students' English
A STUDY OF AMBIGUITY FOUND IN STUDENTS’ ENGLISHWORKBOOK OF VOCATIONAL HIGH SCHOOLSubmitted as Partial Fulfillment of the Requirementfor Getting Bachelor Degree of Educationin English DepartmentBy:NUR JANNAH ISMI WAKHIDAHA320140039DEPARTMENT OF ENGLISH EDUCATIONSCHOOL OF TEACHER TRAINING AND EDUCATIONUNIVERSITAS MUHAMMADIYAH SURAKARTA2018
APPROVALA STUDY OF AMBIGUITY FOUND IN STUDENTS’ ENGLISHWORKBOOK OF VOCATIONAL HIGH SCHOOLPUBLICATION ARTICLEBy:NUR JANNAH ISMI WAKHIDAHA320140039Approved to be examined by ConsultantSchool of Teacher Training and EducationUniversitas Muhammadiyah SurakartaConsultant,Prof. Dr. Endang Fauziati, M.HumNIK/NIP: 274i
A STUDY OF AMBIGUITY FOUND IN STUDENTS’ ENGLISHWORKBOOK OF VOCATIONAL HIGH SCHOOLPUBLICATION ARTICLEWritten by:Nur Jannah Ismi WakhidahA320140039The Board of Examiners:1.( .)2.3.29Maretii
TESTIMONYHere with, I testify that in this publication article, there is no plagiarism of theprevious literary work, which has been raised to obtain bachelor degree in anyuniversity, nor there are opinions or master pieces which have been written orpublished by others except those in which the writing are referred in this paper andmentioned in the literary review and bibliography.Later, if it is proven that there are some untrue statements in this testimony, Iwill hold fully responsible for that.Surakarta, 28 April 2018Nur Jannah Ismi WakhidahA320140039iii
A STUDY OF AMBIGUITY FOUND IN STUDENTS’ ENGLISHWORKBOOK OF VOCATIONAL HIGH SCHOOLAbstrakPenelitian ini bertujuan untuk mengidentifikasi tipe-tipe ambiguitas,mendeskripsikan tipe ambiguity yang sering muncul, dan mendiskripsikanbagaimana menjadikan 50 kalimat ambigu yang ditemukan di Lembar KerjaSiswa yang berjudul TELADAN dari tingkat kelas sepuluh, sebelas dan duabelas di Sekolah Menengah Kejuruan menjadi kalimat yang tidak ambigu.Sasaran dari penelitian ini adalah kata atau kalimat ambigu yang terdapat padalembar kerja siswa tersebut.Penelitian ini adalah penelitian diskriptif kualitatif.Metode yang digunakan untuk mengumpulkan data adalah dokumentasi.Teknik analisis data yang digunakan adalah kualitatif diskriptif. Dalampenelitian ini, peneliti mengidentifikasi tipe-tipe ambiguitas berdasarkan teoridari Hurford Heasly untuk lexical ambiguitas, dan teori dari Kreidler untukmengidentifikasi dari kedua tipe ambiguitas yaitu lexical dan structural, dalammendiskripsikan frekuensi dari setiap ambiguitas, peneliti menggunakandiagram dan dalam menentukan tipe ambiguitas yang dominan sering munculdigambarkan melalui tabel dan diagram. Terakhir, dalam menjadikan kalimatambigu menjadi tidak ambigu penulis mengunakan beberapa cara daribeberapa tokoh linguistik.Hasil penelitian menunjukkan bahwa penelitimenemukan sebanyak 76% kalimat yang mengandung ambiguitas leksikal, dan24% untuk kalimat yang mengandung ambiguitas struktural. Ambiguitasleksikal terbagi menjadi tiga bentuk, yaitu homonim, polisem, dan anfoora.Ambiguitas structural terbagi menjadi dua yaitu, frase preposional dan klausakata sifat. Terdapat 16% kalimat yang ambigu secara struktural, delapankalimat yang ambigu secara struktural dan hanya tiga kalimat yang ambigusecara structural batin ambiguitas, persentase untuk structural batin ambiguitasadalah hanya 6%. Hasil penelitian juga menunjukkan bahwa kalimat-kalimatyang ambigu bisa diatasi menggunakan menggunakan parafrase danmenggunakan gambar.Kata kunci: ambiguitas, lembar kerja siswa, teladan.AbstractThe study aims to identify the types of ambiguity, describe the common typesof ambiguity appear, and describe how to disambiguate fifty ambiguoussentences found in vocational school students’ student workbook entitledTELADAN from tenth grade, eleventh grade and twelfth grade. The object ofthe study is the ambiguous words or sentences in TELADAN studentworkbooks. Type of this study is descriptive qualitative research. Thetechnique of collecting data is documentation. The technique of the analyzingdata is using descriptive qualitative. It means that the researcher identifies thetypes of ambiguity by referring Hurford Heasly’s theory for lexical ambiguityand Kreidler’s theory for both lexical and structural ambiguity, describes the1
frequency of each ambiguity by using table, and decides the most dominantambiguity is appeared by table and chart. In this research, the way todisambiguate the ambiguous sentences, the researcher uses different ways fromsome linguists. Findings show that the researcher finds lexical ambiguity(76%) and structural ambiguity (24%). Lexical ambiguity is divided intohomonymy, polysemy, and anaphora. Structural ambiguity is divided into twotypes of structural ambiguity; there are prepositional phrase and adjectiveclause. There is 16% of structural ambiguity, eight sentences contain surfacestructural ambiguity and only three sentences contain deep surface structuralambiguity, the percentage of Deep surface structural ambiguity is only 6%. Theresults also show that ambiguous sentences can be resolved by usingparaphrase and using picture.Keywords: ambiguity, Student workbooks, teladan.1. INTRODUCTIONIn teaching and learning English teacher needs media to give easiness to studentto understand the material. One of them is workbook, it is crucial for student whenthey cannot interpret the meaning of the sentence because of ambiguity. As Kreidler(2002) stated that a sentence that has two meanings is ambiguous. Fauziati (2011)also explains that a word or a sentence is ambiguous when it can be interpreted inmore than one ways, the condition of misunderstanding between the meaning oflanguage and the truth meaning also known as Ambiguity. Based on Kess (1992)ambiguity categorizes into three levels, there are lexical ambiguity, surface structureambiguity, and deep structure ambiguity. The example of ambiguous sentence inTELADAN workbook is; “my sister put their money in the bank” . This sentence islexical ambiguity, the meaning of “bank” can be interpreted in more than two ways.There are meanings of the bank; Edge of the river or financial institution. The studentgets unclear meaning when they interpret the sentence, and the context is indirect, sothat this research answered how to disambiguate the ambiguous sentence above.Based on this phenomenon the researcher interested to study the work book ofvocational high school and identified how often the ambiguity appear in the exercisetextbook and made the sentence disambiguate, furthermore this research alsodiscusses the way to solve ambiguity or disambiguate the ambiguous words. Thereare many researchers have conducted this analysis such as Masda surti simatupang(2007), Tambunan (2009),Pramitasih (2012), Mallory C. Stites, et al (2013),2
Purwaningsih (2014), Paul E. Engelhardt (2014) and Ni Putu Vitria Arizona (2016)This research entitled “A STUDY OF AMBIGUITY FOUND IN STUDENTS’ENGLISH WORKBOOK OF VOCATIONAL HIGH SCHOOL”.There are several theories relates to Ambiguity. There are some types ofambiguity: 1) Lexical Ambiguity: Fauziati (2016) stated that sentences which areambiguous on the lexical level of word are also called lexical ambiguity. Lexicalambiguity also known as semantic ambiguity, lexical ambiguity is when a word hasmore than one generally accepted meaning.2) Surface Structure Ambiguity:Fauziati (2016) stated that surface structure ambiguity is sentences which areambiguous in surface level of syntactic relationship. Other theory by Oden’s (1978)suggest that by changing crucial word in the sentences it should be possible to lessenthe like hood of one interpretation of the surface structure ambiguity. John Kimballand subsequently Lyn Frazier pointed out that the interpretation of these ambiguitiesseemed to be determined by consistent differences in the syntactic structures thataccompanied the alternative readings of each sentence. 3) Deep Structure Ambiguity:According to Karpf (1986) argued that deep structure ambiguity is reflected when aword can have more than one grammatical function in a sentence. To Disambiguatesthe ambiguous sentence, some possible to resolve them are by paraphrasing, addingpreposition, using pictures. Paraphrases are alternative ways of conveying the sameinformation.2. RESEARCH METHODThe researcher uses a method to conduct analysis, the writer uses descriptivequalitative method, the object of the study is analysis on words or sentences inTELADAN English workbooks. The data of the study are words or sentences in thedata source of TELADAN English workbooks. The writer uses documentation as themethod to collect data in this research, steps of documentations are: Reading theEnglish exercise book until the researcher understands the information of the datathat has been analyzed, finding the word/ sentence which is ambiguous and Takingnote the entire ambiguous sentence in TELADAN English exercise3
3. ANALYSIS AND DISCUSSIONThere is some Analysis to answer the research question of the study, this analysis isdivided into: (1) analysis of lexical ambiguity, (2) analysis of surface structuralambiguity and (3) analysis of deep surface structural ambiguity, last, researcher also(4) describe how to solve the ambiguous word or sentence by using paraphrase andpicture.3.1Analysis of Lexical Ambiguity“In most language, a greeting is usually followed by Smalltalk.The italicized words means.” (02/TELADAN/X/15)The underlying word has homonymy. It belongs to lexical ambiguity because themeaning can be interpreted in two meanings. Those are:(1) Light conversation,(2) Chitchat.The context of this ambiguous sentence does not directly to the light conversation orin the chitchat.To disambiguate the ambiguous sentence above, the researcher uses paraphrase andmakes the context clearer(1) Smalltalk or chit chat usually used in greeting.(2) The light conversation usually exists in greeting.3.2Analysis of Surface structure Ambiguity“Erina writes a postcard in the room”VPNPPPThe sentence may mean ‘Erina writes a postcard which is in the room’ or ‘in theroom Erina writes a postcard’. This type of ambiguity occurs since the prepositionalphrase ‘in the room’ can modify two nouns ‘erina or postcard’, either of which canbe treated as its antecedent. In the sentence there is no clue to which noun PPmodifies. In other words, ‘in the room’ can modify erina or postcard. This type ofstructural ambiguity results from the lack of information in the construction. Ifadditional information is added to it, the sentence becomes unambiguous:(1)Erina writes a postcard which is in the room(2)In the room, erina writes a postcard4
3.3Analysis of Deep Surface Structure Ambiguity“Teacher: its all right, but don’t do it again”The sentence above is deep surface structure ambiguity, the sentence “don’t doagain” is ambiguous. The sentence above can be interpreted in more than onemeaning, there are;(1) Don’t (you) do again(2) Don’t (other) do againTo disambiguate the ambiguous sentence above, the researcher use adding word andparaphrasing to make the sentence clearer; It’s all right, but you do not to do againThe researcher representative the findings by table and chart to show all the typesof ambiguity in percentages, as the table below show about three types of ambiguitythat the researcher found in TELADAN English workbookTable 1. Findings of ambiguityNo.1.2.3.Type of AmbiguityLexicalStructuralDeep SurfaceStructuralFinding39 data8 dataPercentage78%16%3 data6%4. CONCLUSIONThe result of this research is to answer the problem statements which areformulated.There are three types of ambiguity in workbook. Lexical ambiguity classifies intothree parts; homonymy, polysemy and anaphora. Then, tructural ambiguity dividedinto surface structure ambiguity and deep structure ambiguity. Surface structureambiguity classifies in two types; Preposition phrase and Adjective clause. It meansthat the author of TELADAN English workbook in the vocational high school isoften using some ambiguous word and ambiguous construction in making Englishsentences.From amount 50 ambiguous sentences, there are 38 lexical ambiguous sentences(76%), 9 surface structural ambiguous sentences (18%), and 3 deep surface structural5
ambiguous sentence (6%). There is lexical ambiguity appears as the dominant type ofambiguity. It means that the author of TELADAN English workbook dominantlymakes the sentence without concern in construction to make the clear interpretation.To avoid the ambiguous sentence in English workbook, in this research resolve it byusing paraphrasing and using picture to make the sentence clearer and theinterpretation is easily understood by students.As the result of the findings, the researcher concludes that in the students’English exercise textbook possibly contain ambiguous sentence which is make thestudent get confused, and they do not get the true interpretation and the real meaning.In this research, the result of the findings can be used to avoid for the case that instudents’ English workbook contain ambiguity, it can solve by using pictures andusing paraphrasing to disambiguate the ambiguous sentences.REFERENCESAl Hakim, Luqman. 2009. A Study on Ambiguity Found in English Test for JuniorHigh School Students. Research Paper. Surakarta: UniversitasMuhammadiyah SurakartaArizona, Ni Putu. (2016). The Lexical Ambiguity in The Cosmetic Advertisements.Research Paper: Universitas Sanata Dharma YogyakartaBanard, Kobus. 2005: Word Sense Disambiguiation with pictures. Arizona:University of ArizonaBloomfield, L. (1961). Language. New York: Holt, Rinehart and Winston, Inc.Cann, R. (1993). Formal Semantics: An Introduction. Great Britain: CambridgeUniversity Press.Clark, H.H and E.V. Clark. 1997. Psychology and Language. London: HartcourtBraceCann, R. 1993. Formal Semantics: An Introduction: Cambridge University Press.Cruse, Alan. D. 2000. Meaning in Language: An Introduction to Semantics andpragmatics. Oxford University Press.6
Depdiknas. 2008. Panduan Pengembangan Bahan Ajar. Jakarta: Direktorat JenderalManajemen Pendidikan Dasar dan MenegahDjajasudarma, F. (1993). Metode Linguistik: Rancangan Metode Penelitian danKajian. Bandung: Eresco.Emery, E., Philip H. Ault, & Warren K. Agee (1986). Introduction to MassCommunication (Second Edition). New York: Dodd, Mead & Company,INC.Fauziati, Endang. 2009. Psycolinguistics an Introduction. Surakarta: Era PustakaUtama.Fromkin, Victoria., Rodman, Robert., Ityani, Nina. 2006. An Introduction toLanguage. NelsonHadi, S. (1978). Metodologi Research 1: Untuk Penulisan Paper, Skripsi, Thesis,dan disertasi. Yogyakarta: Gadjah Mada University Press.Hurford, James and Brendan Heasley. 1983. Semantic: A Course Book . Cambridge:Cambridge University PressKempson, R. M. (1977). Semantic Theory. Great Britain: Cambridge UniversityPress.Kess, Joseph F. 1992. Psycholinguistics: Psychology, Linguistics and the Study ofNatural Language. Amsterdam: John Benjamins Publishing Company.O’ Graddy, William, Michael Dobrovolsky, and Mark Aronof. 1997. ContemporaryLinguistics.An Introduction. New York: St. Martin’s PressLyons, J. (1995). Linguistic Semantic: An Introduction. Great Britain: CambridgeUniversity Press.Mappatoto, A. B. (1993). Siaran Pers: Kiat Menulis. Jakarta: PT GramediaPustaka Utama.Purwaningsih, Diah. (2014). An Analysis of Lexical and Structural Ambiguity“Rubrik Opini” in Jawa Pos. Research Paper: Wijaya Putra University7
Simatupang, Masda. 2007. How Ambiguous is The Structural Ambiguity.VOL.1 NO 2Pramitasih, Atik. (2012). A Study on The Ambiguity Found In English Exercises ofVocational School Stundent’s Exercise Books. Research Paper: UniversitasMuhammadiyah SurakartaTambunan, Henny Andriani. 2009. “The Analysis of Lexical and StruturalAmbiguity in Your Letters of The Jakarta Post”. Thesis. Medan: Universityof Sumatera UtaraYule, G. (1996). The Study of Language (Second Edition). Great Britain:Cambridge University Press.TELADAN Student Workbooks.8
No. Type of Ambiguity Finding Percentage 1. Lexical 39 data 78% 2. Structural 8 data 16% 3. Deep Surface Structural 3 data 6% 4. CONCLUSION. The result of this research is to answer the problem statements which are formulated. There are three types of ambiguity in workbook. Lexical ambiguity classifies into
Keywords: lexical ambiguity, syntactic ambiguity, humor Introduction . These prior studies found that ambiguity is a source which is often used to create humor. There are two types of ambiguity commonly used as the source of humors, i.e. lexical and syntactic ambiguity. The former one refers to ambiguity conveyed
A. Use of Ambiguity Ambiguity is widely used as a way to produce a humorous effect both in English and Chinese humor because ambiguity can make a word or sentence understood more than one level of meaning. In this part, two kinds of ambiguity will be analyzed, including phonological ambiguity and lexical ambiguity. 1.
ambiguity. This paper also tackles the notion of ambiguity under the umbrella of Empson's (1949) and Crystal (1988). There are two types of ambiguity identified and they are as follows: a. Syntactic or structural ambiguity generating structure of a word in a sentence is unclear. b. Lexical or semantic ambiguity generating when a word has
This research focuses on the case of ambiguity found in Hooray textbook which is used by the sixth grade of elementary school students. The research is aimed at analyzing: 1) the types of ambiguity found in Hooray textbook, 2) the . lexical ambiguity (29, 7%), 94 referential ambiguity (53, 7%) and 29 surface .
ambiguity and then describing the causes and the ways to disambiguate the ambiguous sentences by using different ways from some linguists. The finding shows that the writer finds lexical ambiguity (23,8%) and structural or syntactic ambiguity (76,2%). Lexical ambiguity divided into some part of speech;
I. ambiguity (ambiguous)The general sense of this term, referring to a WORD ORSENTENCE with expresses more than one MEANING, is found in LINGUISTICS, but several types of ambiguity are recognised. The m'ost widely discussed type in recent years is grammatical (or struc-tural) ambiguity.In PHRASE-STRUCTURE ambiguity, alternative
ambiguity. 5.1.2 Lexical Ambiguity Lexical ambiguity is the simplest and the most pervasive type of ambiguity. It occurs when a single lexical item has more than one meaning. For example, in a sentence like "John found a bat", the word "bat" is lexically ambiguous as it refer s to "an animal" or "a stick used for hitting the ball in some games .
3.1 The Types of Lexical Ambiguity The researcher identified the types of lexical ambiguity from the data and found 2 types based on types of lexical ambiguity framework used by Murphy (2010) which are absolute homonymy and polysemy. The researcher found 38 utterances which were lexically ambiguous. 3.1.1 Absolute
