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CHAPTER I INTRODUCTION

A. BACKGROUND Children language acquisition has been an interesting topic for the linguist. Even though, the process of how children get and learn the language itself still related from the scientists study in field of knowledge, such as field of education, psychology and linguistic. Learning language basically consists of four aspects, listening, speaking, reading and writing. Commonly, those four aspects are learned at formal school. There are two ways how children learn. The first way is obtained unconsciously, informally, and implicitly. This way is called language acquisition. The second way is obtained with the lecturing, classroom atmosphere and curriculum. This conscious way is called language learning since there is teacher and learner.1 Normal children acquire language naturally and are able to participate in language learning. Nevertheless, some of them get difficulties in acquiring and learning language. In fact, language is one of some important aspects for human to express themselves, socialize, get knowledge in education and communicate in their environment. Different with normal children, mental retardation children cant understand and produce words, phrase and sentence perfectly. Mental retardation children have such difficulties in processing the information in their brain. The difficulties are caused by the broken part of the brain that is functioned to save and process the memory. This damage is signed by cognitive, communicative, social interaction and behavior disorder.2 Children language development depends on brain maturation,

environment, cognitive and motorist development, structural integrity and

http://en.wikipedia.org/wiki/Language_acquisition. browsed on Tuesday 24 May 2011 at 10.00 a.m.

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functional of organism.3 When there is a problem in the process of children development, it will affect on the process of children language learning. The problems can be speaking disorder, hearing disorder, autism, aphasia, dyslexia and etc. To analyze children language disorder, researcher needs to know kind of the problem first. Then, the researcher can determine that there are two aspects of science those are collaborated as the way out. The main aspect is linguistics. The collaboration depends on what aspect that will be learned. Since the study is related with children psychological, so the researcher chooses psychology as the collaboration aspect. Even though, it is possible that the researcher encloses neurology aspect. This study will collaborate three aspects as base theory; those are linguistics, psychology and neurology. Those are done since study about mental retardation children language cant be separated from those three aspects. The level in using the theory is based on the fact that the speaking disorder of mental retardation children causes them difficult in understanding and producing language (word, phrase and sentence). The second reason is that their difficulties in understanding and producing language affect their psychology. The last reason, absolutely the difficulties are happen since there is a broken part in their brain. Although those three aspects (linguist, psychology and neurology) are related with mental retardation children in understanding and producing language, this study will only focused on one aspect which is linguistic aspect. In order to analyze linguistic aspect, the researchers will take the topic that related with linguistics. As we know that there are many elements of language which are phonology, morphology, semantics, syntax, etc. In this case, the researchers will take syntax as our topic. The syntax is related with the structure of the sentence, such as word, phrase, and the sentence itself. This language element is also related with language theory which has been proposed by Chomsky. This theory is about competence and performance. In order to analyze this theory, the researchers
3

http://www.biausa.org/brain-injury-children.htm. browsed on Sunday 29 May 2011 at 06.00 a.m.

could analyze in terms of understanding and production. These kinds of aspects will be interesting if we analyzed to special students like mental retardations. So, thats way the researchers want to know about this. B. RESEARCH FORMULA Based on the problem limitation on the background above, the researcher determine some questions formula below: 1. Could the 5th grade students of SLB Karya Asih understand and produce a word, phrase, sentence?? 2. Could the 10th grade students of SLB Karya Asih understand and produce a word, phrase, sentence?? C. BENEFIT OF THE RESEARCH a. For Researcher Hopefully, this paper can be used as reference for the writer to face the real world when they start to work, especially in facing and teaching mental retardation children (as a teacher). b. For Teacher It is hoped that the result of the research can be used as a knowledge to guide when they must teach mental retardation children. c. For Student It is hoped that the student (in this case mental retardation children) can understand and produce language syntactically. D. PURPOSES 1. To know whether mental retardation children can respond (by understanding and producing) the language with the appropriate word. 2. To know whether mental retardation children can respond (by understanding and producing) the language with the appropriate phrase. 3. To know whether mental retardation children can respond (by understanding and producing) the language with the appropriate sentence.

E. RESEARCH METHODOLOGY 1. Library Research The method to collect the data is through reading the books or literatures that connect with the problems of the research object. 2. Observation The researchers also do an observation to get the data. The researchers come to a special school to observe how the mental retardation students respond to a word, phrase, and sentence by testing them with such a simple test. 3. Recording The researchers also make a record during they give a simple test to the mental retardation students to check their understanding and their production of word, phrase, and sentence.

CHAPTER II REVIEW OF RELATED LITERATURE

A. SYNTAXES There are a lot of syntaxes definition that declared by the linguist. Tresadimi stated that syntaxes is a study about a norm that organize how to combine words to form a sentence in a language. It is also stated that syntaxes is a study about a correlation between component of sentence structure and sentence arrangement in a word-phrase.4 When a structure appears only in one context, it should be given more attention. For example, when a child uses wh-question structure correctly on a sentence, what is that? we cant assume that they understand wh-question well. It is possible that they may produce, why we here? not why do we here?. Another example is the use of possession sign s. The correct form is Grandmas house. Perhaps a child will say I go to Grandmas. The possessive s is easier to remember than the correct rule of the word structure in sentence. A word that used in a single form is remembered and used in whole structure. B. PHRASE Phrase is syntaxes unity which consists of two words or more, which is functioned as a clause in syntaxes function.5

Note: S Adik saya P Suka makan O Kacang goreng Ket.(Adv) Di kamar

The clausas function above are filled by the phrases:S function is adik saya, P function is suka makan, O function is kacang goring, Ket/Adv. Function is di kamar.
4

http://diahutamidotcom.wordpress.com/2011/03/02/pemerolehan-sintaksis-anak-autisyayasan-pelita-hati-palembang/. Browsed on Tuesday 7 June 2011 on 03.00 p.m. 5 http://dictionary.reference.com/browse/phrase. browsed on Wednesday 18 May 2011 at 10.00 a.m.

B.1 PHRASE DISTRIBUTION A phrase is seen from the correlation between the two components on it, is divided into two categories: coordinative and subordinate phrase. Coordinative phrase is a phrase which has a same degree in its component structure, while subordinate phrase is a phrase which the degree of the component is not the same. Seen from the position of the components, phrase is divided into two: endocentric phrase is a phrase which one of the component can substitute the other components. Then exocentric phrase is a phrase which the components are in a unity. Additionally, there are six phrases which are seen from their category, those are: 1. Coordinative Nominal Phrase 2. Coordinative Verbal Phrase 3. Coordinative Adjectival Phrase 4. Subordinate Nominal Phrase 5. Subordinate Verbal Phrase 6. Subordinate Adjectival Phrase6 Basically, subordinate phrase is the same with endocentric phrase. Kind of endocentric phrase is: 1. Prepositional Phrase A. Coordinative Nominal Phrase CNP can be produce from: 1) 2 Relational antonym word of noun. Example: Ayah >< ibu Guru >< murid

2) 2 words which is categorized as noun and a part of location-meaning. Example: Sawah >< ladang

B. Coordinative Verbal Phrase CVP can be formed from:

http://www.answers.com/topic/phrase. browsed on Saturday 28 May 2011 at 10.00 a.a.

1) 2 relational antonym verbs which contain additional grammatical function. Additionally, conjunction word can be put between the two words. Example: Tambah-kurang (tambah dan kurang)

2) 2 verbs which are part of meaningful words. Since they have grammatical additional function we can put additional word between them. Example: Dengar lihat (dengar dan lihat)

C. Coordinative Adjectival Phrase CAP can be formed from: 1) 2 relational antonym adjectival words. Since they have grammatical meaning of choice, so we can put the word atau/or between them. Example: Baik - buruk (baik atau buruk)

2) 2 synonymous adjectival words that have grammatical meaning of very. Example: Cantik molek (very beautiful)

3) 2 adjectival word that have linear meaning and unity grammatical function, so we can put the word and/dan. Example: Bulat panjang (bulat dan panjang)

4) 2 adjectival words that shows antonym relation so we can put the word but/tetapi between them. Example: Murah bagus (murah tetapi bagus)

D. Subordinate Nominal Phrase SNP can be formed from SNP in a structure of Noun + Noun: a) Possession: rumah paman b) Part : akhir bulan c) Origin of material : soto ayam d) Origin of place : jeruk bali e) Mixing : kopi susu f) Production : lukisan Affandi

g) Kind : pisau lipat h) Gender : ayam jago i) Likeness : jamur kuping j) Model : topi koboi k) Equipment that complete it : kereta listrik l) Special function : tinta computer m) The place : kapal laut n) A thing for : botol kecap o) Position : pintu belakang p) Completed with : sepeda motor q) Target : pelestarian alam r) Origin o behavior: bantuan presiden s) Tool : balap motor E. Subordinate Verbal Phrase SVP can be formed from: 1) Adv + V, has grammatical meaning: a) Negative : tidak membayar b) Frequency : jarang tidur c) Quantity : sedikit bicara d) Time : sudah makan e) Wish : ingin pergi f) Obligation : harus jadi g) Absoluteness : pasti dating h) Limitation : hanya makan 2) V + Adv a) Repetition : tidur lagi b) Accompanier : minum juga 3) V + N : lempar cakram 4) V + Adj : loncat indah F. Subordinate Adjectival Phrase SAP can be formed from:

1) Adj + Noun, has grammatical meaning seperti/like. Example: kuning emas. 2) Adj + Adj, has grammatical meaning kind of color. Example: merah terang. 3) Adj + V, has grammatical meaning untuk/for. Example: takut (untuk) dating. 4) Adv + Adv, has grammatical meaning superlative degree. Example: paling indah. G. PREPOSITIONAL PHRASE PP is a phrase which has a function as an adverb in a clause. PP is not subordinate or coordinative phrase but it is an exocentric phrase. So, there is no subordinate or coordinative component in its structure. Both of the components in a prepositional phrase are a unity. PP consist of preposition and noun. Example: di pasar. C. WORD A sound or a combination of sounds, or its representation in writing or printing, that symbolizes and communicates a meaning and may consist of a single morpheme or of a combination of morphemes. Word is also defined as something said; an utterance, remark, or comment. Word is also known as language that is spoken or written.7 The word itself is part of the language that is used in linguistic communication. In simple communication we need the word to express what we want to say. Imagine that people dont have word memory in their mind. Indeed, the communication cant happen at all. 8

http://www.indiana.edu/~hlw/Meaning/categories.html. Browsed on Wednesday 7 June 2011 at 16.00 p.m. 8 http://www.waylink-english.co.uk/?page=31060. Browsed on Wednesday 7 June 2011 at 16.00 p.m.

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C.I WORD CLASS IN ENGLISH A. The verb A group of words cannot be described as a sentence or a clause unless at least one of the words is a verb. In some ways, we can describe it as the most important part of speech because it is the 'action' word that tells the listener or reader what is happening in the sentence. Verbs can be action words like run, initiate, judge, throw, but they can also denote less active notions and have more to do with mental processes and perceptions, like see, know, think and so on. B. The noun A noun is a word which is used to denote a person (woman,pianist etc.), a concrete or abstract entity (fork, field, truth, incoherence etc.) or a place (office, garden). These are all common nouns; there are also proper nouns which are the names of a specific person, place, event etc., usually starting with a capital letter, for example, York , John, Christmas, Saturday. C. The adverb The traditional approach to adverbs has been to assign mainly those words which are made from adjectives by the addition of the ending ly (quickly, hopelessly), plus certain other words which are difficult to classify, like not, just and soon. Their main function is to qualify the action of the verb in the clause in some way, but they can also be used to add more information to an adjective or other adverb e.g. awfully good, incredibly slowly. The class of adverbs is very wide-ranging in form and is used to add comments to many of the other word classes. D. The preposition Prepositions allow us to talk about the way in which two parts of a sentence are related to each other. They include words like in, on, under, beside, through, inside, before, opposite. More often than not, these relationships are to do with either time or space, but other types of relationship, such as possession, cause and effect and method can be expressed by using prepositions. The words themselves are generally short and simple but some prepositions are multi-word units; for example, out of, by means of, in spite of, instead of, up to etc. Unless they are part of a verb (get in, pick up, switch off), prepositions are always followed by a phrase containing a noun at school, in the summer, over the moon and so on. E. The adjective

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An adjective gives the reader or speaker extra information about a noun or delimits it in some way. It can occur in two positions in a phrase:

before the noun as in clear water, beautiful beaches, a terrible decision. The adjectives in these examples are said to be attributive, following any form of the verb be (e.g. am, is, was, been) and similar verbs (seem, appear, become) as in the water became clear, the beaches are beautiful. These adjectives are in predicative position.

F. The pronoun Pronouns are usually treated as a special sub-class of nouns. This is because they stand in for a noun or group of nouns. They are limited in number and belong to what is called a closed set, that is, a group of words to which new members are, for practical purposes, not allowed. Some examples of pronouns are: I, you, he, she, our, its, something, anyone and so on. Thus, instead of saying, Bills arrived. Bills in the lounge, we prefer Bills arrived. Hes in the lounge. Or a person called for you; better would be someone called for you. There are several other words which fall into this class; for example (the) one(s), when used to replace dishes in the example: pass me the dishes - the ones on the top shelf. G. The conjunction It would be very unusual for anyone to either speak or write completely in simple sentences; instead we tend to use a mixture of simple, compound and complex sentences. One way to create longer, more complicated sentences is to use conjunctions. As we have already noted in the section on types of clause, conjunctions serve to connect two or more clauses, phrases or words together to make longer constructions. In the following examples, the conjunction is in bold:

The coffee was strong, but sweet. We can go to the match or watch it on TV. She has a dog and two cats. When I arrived home, they had already eaten. I had to stop driving because the rain was so bad. Can I have a word with you, if youve got the time? Although he cant swim, he goes sailing.

There are two types of conjunction. The first is the coordinating conjunction; examples of this can be seen in sentences a to c above. This type is always used to connect elements that share the same grammatical status, that is, main clause to main clause, verb to verb, noun to noun, adjective to adjective and so on. In sentence a two adjectives, strong and sweet, are conjoined, in b two verbs, go and watch and c two nouns, dog and cats.

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The second type is the subordinating conjunction, which most often joins two or more unequal clauses to one another. Typically a main clause will be connected to a subordinate clause as we saw in the section on clause types. So in sentences d to g above, the subordinate clause (which you will remember cannot stand on its own, but needs another more important clause to complete the meaning) begins with a conjunction, here when, because, if D. SENTENCE Sentence is a gramatical arrangement that contain an idea or a message completely. The word complete here means that a sentence contain minimal a subject, a predicate and an object.9 1) Declarative Sentence DS is also known as information sentence in a language. DS is usually used by a speaker or writer to make a statement which contains information for the reader and the listener. In written form, DS is ended with ., while in spoken form, the speaker ends his/her sentence with low voice. 2) Interrogative Sentence IS is also known as question sentence. Formally, it is identified with question words such as what(apa), who(siapa), how(bagaimana), etc. IS is ended with question mark (?) in written and high voice in spoken. IS is usually used to get yes or no answer or information about something that needed by asking question. 3) Imperative Sentence A sentence that gives advice or instructions or that expresses a request or command, compare with sentences that make a statement, ask a question, or express an exclamation. An imperative sentence ends with a period or an exclamation point.10 4) Exclamative Sentence ES is also known as interjection sentense that is used to express the feeling of surprise. This sentence usually is said directly and accidentally
9

Abdul Qohar. 1998. Tata Bahasa Praktis Bahasa Indonesia. PT Rineka Cipta: Jakarta. Pp: 327 http://grammar.about.com/od/il/g/impersent09.htm. Browsed on Tuesday 7 June 2011 at 04.00 p.m.
10

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when someone sees something that make him/her surprised or when someone is wondering something. It is also stated that a sentence that expresses strong feelings by making an exclamation, compare with sentences that make a statement, express a command, or ask a question. An exclamatory sentence ends with an exclamation point.11 E. MENTAL RETARDATION Special children who suffer mental retardation are called mental retardation children. The other names of mental retardation children are: 1. 2. 3. 4. Feeble minded Mentally retarded Idiot Mental abnormal

According to American Association on Mental Deficiency mental retardation children is a condition that causes children having an IQ under the standard, less than 84. Commonly, mental retardation children are difficult in doing adaptive behavior. On the other hand, mental retardation children cant receive responsibilities as same as what normal children are received since they are retarded mentally. Even though, mental retardation children also get barrier in mastering academic skill and communicating with their peer. 12 Since it is different between autism and mental retardation, so we must treat them differently. Autism is a child who suffers difficulties in communication and social interaction as well as sensory function. Autism children can grow smarter or even more stupid than normal children. Autism children are usually born by a mother from a rich family. The baby gets unbalance nutrition during pregnancy
11

http://grammar.about.com/od/e/g/exclamsent7term.htm. Browsed on Monday 6 June 2011 at 16.00 p.m. 12 http://www.waylink-english.co.uk/?page=31060. Browsed on Wednesday 7 June 2011 at 16.00 p.m.

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period. Then, mental retardation children are they who get difficulties not only in communication but also in mastering academic skill. They arent as smart as normal children. Mental retardation children are usually born by a mother from a poor family. They dont get enough nutrition during they live in their mothers body. Mental retardation children cant think about abstract things. They dont suffer the retardation in a week, a month, a year but they suffer the retardation forever. They cant do everything perfectly.

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CHAPTER III RESEARCH METHODOLOGY This chapter is focused on a description of the research setting and subject, population and sample, research procedure, data analysis, data conclusion and data validation. All of those elements are discussed as follows: A. Research Setting and Subject The setting of this study will be conducted at SLB Karya Asih at Margerejo Sawah 59-E Surabaya 60238. The subject of this study is the fifth grade students of elementary school and first grade of high school.

B. Population and Sample Population is a set (or collection) of all elements possessing one or more attributes of interest.13 The Population of this study is the fifth grade and tenth grade students of SLB Karya Asih Margerejo Surabaya. There are 12 students at this level while the high school only has two students. Sample is a part of the researched population.14 In this case, the researchers will take three students of fifth grade and all students at tenth grade.

C. Research Procedure The study will be conducted under the following procedures: preliminary study, planning, implementing the action, observing, and reflection. 1. Preliminary Study A preliminary study will carry out to get information about mental retardation or tuna grahita students at SLB Karya Asih Margerejo Surabaya, especially the characteristics of those students. In addition, the researches attempt to get information about the ability of understanding
13

Suharsimi Arikunto, Prosedur penelitian: Suatu Pendekatan Praktek, (Jakarta: PT.Bumi Aksara, 2008) Edisi Revisi V, h.108 14 Ibid., h.108

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and producing in terms of syntaxes. In the preliminary study, the researchers meet the headmaster of SLB Karya Asih Margerejo Surabaya to talk about the plan of the research. 2. Planning In relation to the application of action research, the researchers will make a prior preparation to the implementation of the action based on preliminary study. In this case, the researchers will prepare suitable technique which could measure the ability of syntaxes. In this technique, the researchers will use some materials and media, such as pictures and word cards.

3. Implementing the Action After the planning is finished, the researchers implement the technique to the research field. In implementing this study, the researchers carry out the cards that contain a picture. Those cards will be used to stimulate the students in producing and understanding of syntaxes which include word, phrase, and sentence. Firstly, in order to know whether those students of SLB Karya Asih could understand and produce the words, the researchers show the pictures and ask to students to produce the words. In understanding, the researchers ask to students to take the word card which match with the pictures. Secondly, the researchers show pictures which indicate phrases, such as rambut panjang, kucing hitam, rambut pendek, kucing putih. The researchers ask to students to guess what phrases that match with the picture and take the word card. In this way, the researchers know whether those students are able to understand and produce the phrase well or not. Thirdly, the researchers give a sentence which is followed with some questions. Those questions indicate the understanding of sentence. In producing sentence, the researchers show a picture that stimulates them to produce a sentence.

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4. Instrument and Data Collection Technique There are some instruments prepared in order to be easier in monitoring the process of this study. All of those instruments are described as follows: a) Observation Checklist The observation checklist contains some indicators that facilitate the researchers to collect the data. The indicators are understanding and production of word, phrase, and sentence. These observation checklist will be used as instrument in order to make the data clearly and understandable. b) Field-notes The field-notes are used to investigate the activities which are beyond the observation checklist. It contains written description of what the researches heard, saw, experienced during this study. These field- notes are intended to anticipate the possibility of losing the relevant data during the implementation of action. c) Set of Test A test can be defined as a method of measuring an individual ability, skill, or knowledge in some area. 15 This instrument is used to measure students ability in understanding beyond the sentence. The questions consist of identifying the subject, predicate, object, and modifier.

D. Data Analysis There are two kinds of data gathered in this study. The first data is concerning with result of students ability in understanding of word, phrase, and sentence. The second data is concerning with result of students ability
15

Renzo Titone and Marcel Danesi, Applied Psycholinguistics: An Introduction The Psychology of Language Learning and Teaching, (Toronto: University of Toronto Press, 1985), p.154

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in production of word, phrase, and sentence. The result of data analysis will be reported in next chapter. The researchers use observation checklist to analyze the result of this study. The result will explain whether mental retardation students are able to produce and understand or not. If the result of observation checklist shows that many of those students could respond correctly, it means that mental retardation students are able to understand and produce well. The researchers also analyze data from field-note. The researchers analyze the condition and characteristics of those students, and everything that happen during the observation. These field-notes support the data that might be losing during the observation.

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CHAPTER IV RESULT AND DISCUSSION This chapter dealt with the data presentation and discussion of the researchers. The researchers would like to consider and review what happen during the implementation of the technique in this study. Discussion will elaborate the glance of the research object and the answer of problems study in the chapter I. The justification of the research finding is discussion about the result of the observation checklist and the result of field-notes. The discussions mainly talk about the analysis of understanding and production of syntactically. The researchers concerning in the parts of syntax; word, phrase, and sentence. A. The Glance Description of Research Object This study was placed on SLB Karya Asih which located at Margerejo Sawah 59-E Surabaya 60238. This location is quite strategic so that the students could access easily. There are three level which is provided in that school; elementary, junior, and high school. The teachers in this school are friendly. They share about their students to the researchers. It helps us to get information more about mental retardation students. These are the profile of the students: 1) Name Class Age 2) Name Class Age 3) Name Class Age 4) Name : Mohammad Rozi : 5th grade : 14 years old : Aditya : 5th grade : 12 years old : Nadia : 5th grade : 13 : Ana

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Class Age 5) Name Class Age

: 10th grade : 20 years old : Hari : 10th grade : 18

B. The result of the observation checklist

OBSERVATION CHECKLIST Day/Date Students Name Grade 1 Rozi 5th 2 Adit 5th 3 Nadia 5th 4 Ana 10th 5 Harry 10th Note: No : Wednesday/June 8th 2011 Producing phrase sentence Understanding word phrase sentence

Word

: The student is able to produce or understand perfectly : The student isnt able to produce or understand perfectly

C. The Result of Field-Notes

The researchers take 5th and 10th grade students as the sample. Firstly, the researchers observe the 5th mental retardation students. The researchers want to test their understanding and production by testing them using such media consist of word, phrase and sentence. They cant respond the test perfectly since the 5th grade of mental retardation children cant read well. This condition makes the researchers suffer such difficulties in getting the data. Nevertheless, the researchers do not give up with it. Then, the researchers go to the 10 th grade students class to do the next test. The researchers treat and give the mental

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retardation students of 10th grade the same treatment as like as what they have been given to the 5th grade mental retardation students. However, the 10th grade mental retardation students give the different respond to the test. The respond also produce the different result. The 10th grade of mental retardation students can understand and produce the word, phrase and sentence well. Absolutely, this final test result make the researchers proud and happy at all. Finally, the researcher get the data that 5th grade of mental retardation children cant understand and produce the word, phrase and sentence perfectly since they havent been taught to read yet, while 10th grade of mental retardation students can understand and produce the word, phrase and sentence well since they have been taught to read.

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CHAPTER V CONCLUSION The researchers agree with the theory that mental retardations students are difficult in understanding and producing word, phrase and sentence. The difficulties can be caused by their disability or disorder problem. This condition is proved when the researchers do the observation to special students of SLB Karya Asih. When we compare between normal students and special students, in 5th grade of mental retardation students, they cant read while the normal students can read. This problem influences the ability of understanding and production. The researchers strongly stated that it is normal phenomena since the mental retardation children are slower than normal students in grasping anything.

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SOURCES
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. http://en.wikipedia.org/wiki/Language_acquisition. browsed on Tuesday 24 May 2011 at 10.00 a.m. http://www.biausa.org/brain-injury-children.htm. browsed on Sunday 29 May 2011 at 06.00 a.m http://diahutamidotcom.wordpress.com/2011/03/02/pemerolehan-sintaksis-anakautis-yayasan-pelita-hati-palembang/. Browsed on Tuesday 7 June 2011 on 03.00 p.m. http://dictionary.reference.com/browse/phrase. browsed on Wednesday 18 May 2011 at 10.00 a.m. http://www.answers.com/topic/phrase. browsed on Saturday 28 May 2011 at 10.00 am http://www.indiana.edu/~hlw/Meaning/categories.html. Browsed on Wednesday 7 June 2011 at 16.00 p.m. http://www.waylink-english.co.uk/?page=31060. Browsed on Wednesday 7 June 2011 at 16.00 p.m. Abdul Qohar. 1998. Tata Bahasa Praktis Bahasa Indonesia. PT Rineka Cipta: Jakarta. Pp: 327 http://grammar.about.com/od/il/g/impersent09.htm. Browsed on Tuesday 7 June 2011 at 04.00 p.m. http://grammar.about.com/od/e/g/exclamsent7term.htm. Browsed on Monday 6 June 2011 at 16.00 p.m. http://www.waylink-english.co.uk/?page=31060. Browsed on Wednesday 7 June 2011 at 16.00 p.m. Suharsimi Arikunto, Prosedur penelitian: Suatu Pendekatan Praktek, (Jakarta: PT.Bumi Aksara, 2008) Edisi Revisi V Renzo Titone and Marcel Danesi, Applied Psycholinguistics: An Introduction The Psychology of Language Learning and Teaching, (Toronto: University of Toronto Press, 1985)