New Interchange Test Prep

Hi,guys! How are you getting on? Happy Ied! I hope
you’ve had a great holiday so far,but now it’s time
to start thinking about the Final Test ☺.
Remember, the test will cover all the language skills 
(Reading,Writing,Listening, and Speaking) + the language
components (Vocabulary and Grammar), and here are
some learning strategies you can apply to prepare
for the test. You can take all of them, you can choose
some that you think are the most effective, or you can
have your own way of learning.
® Go through the Unit Summaries on the back pages
  of the Student’s Book.
® If you find things you don’t understand, refer to
  the main pages of your book or your dictionary,
  consult your note book, discuss them with friends,
  or ask your lecturer.
® Check your understanding by going over the exercises
  there in the Student’s Book and especially, the 
  Workbook.
® Give more focus on things you haven’t understood well.
® Practice listening (at SAC, for example), and speaking.
® Manage your time well.
® Study hard, and pray a lot.
® One more thing, I’ve compiled some exercises that
  are mostly related to Grammar. 

~ Wish U best of Luck,‘n c u! ~


Exercise 1: Complete the sentences by using the words in 
parentheses. Use the SIMPLE PRESENT or the PRESENT 
PROGRESSIVE.Some of the sentences are negative. 
Some of the sentences are questions.
Supply the short answer to the questions if necessary.

1. A : Where are the children?
   B : In the living room
   A : What are they doing? (They, watch) ______ TV?
   B : No, ______. They (play) ______ a game.
2. A : My sister (have) ______ a new car. She bought it 
       last month.
   B : (You, have) ______ a car?
   A : No, ______. Do you?
   B : No, but I have a ten-speed bike.
3. A : Shhh.
   B : Why? (The baby, sleep) ______ ?
   A : U-huh. She (take) ______ her afternoon nap.
   B : Okay, I’ll talk softly. I (want, not) ______ to 
       wake her up.
4. A : Ron, (be) ______ this your hat?
   B : No, ______. It (belong, not) ______ to me.
       Maybe it (belong) ______ to Kevin.
       Why don’t you ask him about it?
   A : Okay.
5. A : Johnny, (you, listen) ______ to me?
   B : Of course I am, Mom. You (want) ______ me to 
       take out
       the garbage. Right?
   A : Right! And right now!
6. A : What (you, think) ______ about every night before
       you fall asleep?
   B : I (think) ______ about all of the pleasant things 
       that happened during the day. I (think, not) 
       ______ about my problems.

Exercise 2: Complete the following dialogues by 
using the words in parentheses. Use the SIMPLE PAST. 
Give short answers to the questions where necessary.

1. A : (you, go) Did you go to class yesterday?
   B : No, I didn’t. I (stay) stayed home
       because (feel, not) didn’t feel good.
2. A : (you, sleep) ______ well last night?
   B : Yes, ______. I (sleep) ______ very well.
3. A : (Tom’s plane, arrive) ______ on time yesterday?
   B : Yes, ______. It (get in) ______ at 6:05 on the dot.
4. A : (you, stay) ______ home and (study) ______ 
       last night?
   B : No, ______. I (go) ______ to a new movie,
       Pirates of the Caribbean.
   A : (you, like) ______ it?
   B : It was okay, I guess, but I don’t really like that 
       kind of movies.
5. A : (Mary, study) ______ last night?
   B : No, ______. She (watch) ______ TV.
6. A : (Mark Twain, write) ______ Tom Sawyer?
   B : Yes, ______. He also (write) ______ 
       Huckleberry Finn.
7. A : (The children, go) ______ to the zoo yesterday?
   B : Yes, ______. And they (have) ______ a wonderful 
       time.

Exercise 3: Use be going to / the PRESENT PROGRESSIVE 
to complete the sentences.

1. (start) The game is going to start / is starting
           at 1 tomorrow afternoon.
2. (have) We ______ chicken and pasta for dinner tonight.
3. (walk) I ______ to school tomorrow morning.
4. (leave) The bus ______ at 8:15 tomorrow morning.
5. (begin, end) The exam ______ at 9:00 tomorrow and
                ______ at 11:00.
6. (get) Have you heard the news? Laura and Jason ______
         married in August.
7. (arrive, take) Alex’s plane ______ at 10:14 tomorrow 
   morning.
   I can’t pick him up, so he ______ the airport bus into
   the city center.

Exercise 4: Use the PRESENT PERFECT to complete the 
sentences.

1. (I, meet)______ Ann’s husband. I met him at a party 
   last week.
2. (They, know) Bob and Jane are old friends. ______ 
   each other for a long time.
3. (It, be) I don’t like this weather. ______ cold and 
   cloudy for the last three days.
4. (You, learn) Your English is getting better. ______ 
   a lot of English since you came here.
5. (I, write, not) ______ my sister a letter in a long 
   time. I should write her soon.
6. (I, meet, never) ______ Nancy’s parents. I hope I get 
   the chance to meet them soon.
7. (Alice, go, never) ______ to the Museum of Science and
   Industry in Chicago, but she would like to.
8. (We, finish, not) ______ this exercise yet.

Exercise 5: Complete the sentences with the words in
parentheses. Use the PRESENT PERFECT or the SIMPLE PAST.

1. A : Have you ever been in Europe?
   B : Yes, I have. I (be) have been in Europe  several 
       times. In fact,I (be) was in Europe 
       last year.
2. A : Have you ever eaten at that Steak House?
   B : Yes, I ______. I (eat) ______ there
       many times. In fact, my wife and I (eat) ______ 
       there last night.
3. A : When are you going to write your paper for 
       Dr. Roth?
   B : I (write, already) ______ it. I (write)
       ______ it two days ago.
4. A : When is Jane going to call her parents and tell 
       them about her engagement?
   B : She (call, already) ______ them. She (call)______ 
       them last night.
5. A : (Bob, have, ever) ______ a job?
   B : Yes, he ______. He (have) ______ lots of part-time 
       jobs. Last summer he (have) ______ a job at 
       his uncle’s waterbed store.

Exercise 6: Choose the correct words in parentheses.

1. Children should obey (his, their) parents.
2. A : Excuse me. Is this (my, mine) dictionary or 
       (your, yours)?
   B : This one is (my, mine). (Your, Yours) is on 
       (your, yours) desk.
3. The bird cleaned (its, it’s) feathers with (its, 
   it’s) beak.
4. A : What kind of bird is that?
   B : (It’s, Its) a crow.
5. Paula had to drive my car to work. (Hers, Her) 
   had a flat tire.
6. Julie fell off her bicycle and broke (hers, her) 
   arm.
7. Fruit should be a part of (your, yours) daily 
   diet. (It, They) (is, are)good for (you, them).
8. a. Adam and Amanda are married. (They, Them) 
      live in an apartment building.
   b. (Their, There, They’re) apartment is on
      the fifth floor.
   c. We live in the same building. (Our, Ours)
      apartment has one bedroom,but (their, theirs)
      has two.

Exercise 7: In the following dialogues, the long answer 
is given in parentheses. Look at the long answer, 
and then make the appropriate YES / NO QUESTION
and SHORT ANSWER to complete each dialogue. 
Do not use a negative verb in the question.

1. A : Do you know my brother?
   B : No, I don’t. (I don’t know your brother.)
2. A : ______ ?
   B : Yes,______ (Jane eats lunch at the cafeteria every 
       day.)
3. A : ______ ?
   B : No, ______ (That pen doesn’t belong to me.)
4. A : ______ ?
   B : Yes, ______ (The students in this class speak 
       English well.)
5. A : ______ ?
   B : Yes, ______ (I slept well last night.)
6. A : ______ ?
   B : No, ______ (Ann and Jim didn’t come to class 
       yesterday.)
7. A : ______ ?
   B : Yes, ______ (I’m from Java.)
8. A : ______?
   B : No, ______ (The children are naughty.)
9. A : ______ ?
   B : Yes, ______ (Tim Wilson is in my astronomy class.)
10.A : ______ ?
   B : No, ______ (It wasn’t foggy yesterday.)
11.A : ______ ?
   B : No, ______ (I won’t be at home tonight.)
12.A : ______ ?
   B : No, ______ (Jason isn’t going to be at work 
       tomorrow.)
13.A : ______ ?
   B : Yes, ______ (Karen will finish her work before
       she goes to bed.)
14.A : ______ ?
   B : No, ______ (I can’t play the piano.)
15.A : ______ ?
   B : Yes, ______ (Some birds can swim under water.)
16.A : ______ ?
   B : Yes, ______ (You should make an appointment to see
       the doctor.)
17.A : _______ ?
   B : Yes, ______ (You need to make an appointment to see
       the manager.)
18.A : ______ ?
   B : Yes, ______ (I have a bicycle.)
19.A : ______ ?
   B : No, ______ (Greg doesn’t have a roommate.)
20.A : ______ ?
   B : Yes, ______ (I have to study tonight.)

Exercise 8: Fill in the blanks with appropriate
Wh-questions.

1. A : ______ ?
   B : T-H-O-M-A-S
2. A : ______ ?
   B : I work for Yamaha.
3. A : ______ ?
   B : You can call me Marie.
4. A : ______ ?
   B : Pretty good, thanks.
5. A : ______ ?
   B : He’s my older brother
6. A : ______ ?
   B : It’s a great music concert. I love it.
7. A : ______ ?
   B : Well, I usually spend my days at home. 
       I don’t go to school and I haven’t got a job.
8. A : ______ ?
   B : I came at 6 p.m.
9. A : ______ ?
   B : It’s $ 20.
10.A : ______ ?
   B : I prefer the green ones.
11.A : ______ ?
   B : I like it a lot.
12.A : ______ ?
   B : That’s a good idea. We can go after this.
13.A : ______ ?
   B : I’m studying computers this semester.
14.A : ______ ?
   B : Everyday. I hardly leave my computer.
15.A : ______ ?
   B : Not very well. My brother is much better 
       than me at playing the guitar.
16.A : ______ ?
   B : A month. I just arrived last night.
17.A : ______ ?
   B : There is so much. It’s too noisy in my 
       neighborhood.
18.A : ______ ?
   B : She is young and pretty.
19.A : ______ ?
   B : He’s the old man in sweater.
20.A : ______ ?
   B : It’s a bit cold, but it’s a very beautiful city.
21.A : ______ ?
   B : You should take an aspirin.
22.A : ______ ?
   B : I’d like a cup of hot coffee.
23.A : ______ ?
   B : No, thank you. That will be all.
24.A : ______ ?
   B : It’s 237 miles from New York City to 
       Washington D.C.
25.A : ______ ?
   B : Mount Everest is 29,028 feet high.
26.A : ______ ?
   B : I’m 170 cm tall.
27.A : ______ ?
   B : I think English is more difficult than 
       Mathematics.

Exercise 9: Following are some phone conversations.
Complete the dialogues. Use MODALS + I + a verb
from the list. Note: the caller is speaker B.

help leave speak/talk take 

1. A : Hello?
   B : Hello. Is Dick there?
   A : Yes, he is.
   B : ______ to him?
   A : Just a minute. I’ll get him.
2. A : Hello. Dean Black’s office.
   B : ______ to Dean Black?
   A : May I ask who is calling?
   B : Susan Abbott.
   A : Just a moment, Ms. Abbott. I’ll connect you.
3. A : Good afternoon. Dr. Anderson’s office. ______ you?
   B : Yes. I like to make an appointment with 
       Dr. Anderson.
   A : Fine. Is Friday Morning at 10 alright?
   B : Yes. Thank you. Your name?
4. A : Hello?
   B : Hello. ______ to Amelia?
   A : She’s not at home right now. ______ a message?
   B : No, thanks. I’ll call later.
5. A : Hello?
   B : Hello. ______ to Jack?
   A : He’s not here right now.
   B : Oh. ______ a message?
   A : Certainly. I’ll get a pen.

Exercise 10: Following are some phone conversations. 
Complete the dialogues. Use MODALS + YOU + a verb. 
Note: the caller is speaker B.

answer the phone for me
say that again
get the door for me
turn it down
open the window
turn the volume up
pick some up

1. Teacher : It’s getting hot in here. 
             Would/Could/Will/Can you  please   
             open the window?
   Student : Of course, I’d be happy to./Sure./etc.
   Teacher : Thank you./Thanks.
   Student : You’re welcome.
2. Friend A : The phone is ringing, but my hands are full.
              ______________________
   Friend B : ______________________
   Friend A : ______________________
   Friend B : No problem.
3. Roommate A : I’m trying to study, but the radio is too 
                loud. ______________________
   Roommate B : ______________________
   Roommate A : ______________________
   Roommate B : That’s OK. No problem.
4. Sister : I’m trying to listen to the news on TV, 
            but I cannot hear it.______________________
   Brother: ______________________
   Sister : ______________________
   Brother: Don’t mention it.
5. Husband: Honey, I’m out of razor blades. 
            When you go to the store,_________________
   Wife : ______________________
   Husband: ______________________
   Wife : Anything else?

Exercise 11: Draw a line to the expressions of quantity 
that cannot be used to complete the sentences.

1. I ate ______ fruit.
   a. some       e. too many
   b. several    f. too much
   c. a little   g. a lot of
   d. a few      h. two
2. I get ______ mail every day.
   a. a lot of   e. too much
   b. some       f. too many
   c. a little   g. several
   d. a few      h. three
3. There is ______ traffic in the street.
   a. several    e. a lot of
   b. some       f. a few
   c. too many   g. too much
   d. a little   h. five
4. I ate ______ apples.
   a. some       e. too many
   b. several    f. too much
   c. a little   g. a lot of
   d. a few      h. two
5. I get ______ letters every day.
   a. a lot of   e. too much
   b. some       f. too many
   c. a little   g. several
   d. a few      h. three
6. There are ______ cars in the street.
   a. several    e. a lot of
   b. some       f. a few
   c. too many   g. too much
   d. a little   h. five

Exercise 12: Show that you agree. 
Write sentences with the words given.

1. Jack has a mustache.
   ______________________ (Tom, too)
2. Sara was at home last night.
   ______________________ (I, so)
3. Karen hasn’t seen that movie yet.
   ______________________ (you, either)
4. I don’t like horror movies.
   ______________________ (Alice, neither)
5. California is on the West Coast.
   ______________________ (Oregon, so)
6. Wales are mammals.
   ______________________ (porpoises, too)
7. I have a car.
   ______________________ (your brother, so)
8. Jim can’t speak Arabic.
   ______________________ (Dick, neither)
9. Rob won’t join us for lunch.
   ______________________ (Erin, either)

Exercise 13: Give the COMPARATIVE and the SUPERLATIVE 
forms of the following adjectives.

1. high ~ higher, the highest
2. careful ~
3. slow ~
4. active ~
5. funny ~
6. wet ~
7. sweet ~
8. late ~
9. thin ~
10.clean ~
11.serious ~
12.good ~
13.bad ~
14.clear ~
15.happy ~
16.confusing ~
17.courageous ~
18.common ~
19.friendly ~
20.red ~
21.wild ~
22.confusing ~

Exercise 14: Complete these sentences. Use the 
comparative or the superlative of the words given.

1. Alaska is (large) ______ Texas.
2. Alaska is (large) ______ state in the US.
3. Old shoes are usually (comfortable) ______ new shoes.
4. I have one sister and one brother. My sister is (young) 
   ______ in the family.
5. Mark’s knife was (sharp) ______ a razor blade.
6. I like Chinese food (good) ______ French food.
7. What is (embarrassing) ______ experience you’ve 
   ever had?
8. My hometown is (friendly) ______ place I’ve ever 
   been to.


………The End………

Statement of Professional Belief

STATEMENT OF PROFESSIONAL BELIEF

As we come closer to the free trade era where products, information, and technology will be spreading much more rapidly than today, mastering English as the first international language is a need and a must. The government has surely realized that; therefore, English has been taught as a compulsory subject in junior and senior high school. Unfortunately, as it is widely known, the result is not yet satisfactory. This condition has aroused awareness of the importance of English teaching at the earlier level, that is, at the primary school. There are some considerations related to the children’s condition that support the awareness. First, children have more opportunities than adults. Second, their brain is more adaptable before puberty than after. Third, they have fewer negative attitudes to foreign languages; thus, they are better motivated. The last, they are learning all the time without having the worries and responsibilities of adults. So, it’s very logical that many people think studying English at earlier level can make the children acquire English more easily. However, there are still many other factors to consider. One very important factor would be teacher. It’s no doubt that teachers play an important role in the teaching of English to young learners (EYL). Their methods of teaching would very much affect the learning outcomes. As a candidate for teacher, I realize this great responsibility, and I’m so grateful for having had the chance to attend courses, like EYL and TEFL (Teaching English as a Foreign Language), because I’m sure that I have gained a lot of principles, concepts, and experiences from the courses about children’s characteristics, classroom management, teaching language skills and components, teaching tools, lesson plan, and others, which makes me more confident to be an English teacher, particularly to young learners.

One crucial principle on teaching EYL that I still hold until now is giving the students exposure to English as much as possible. We accustom their ears to listening to English, their mouth to speaking English, and their eyes to seeing nothing but English. I’m sure it can be done but certainly not in haste. We should consider the students’ receptive ability and their linguistic level, so that they won’t get bored or even sick of English, and everything we give and everything they do will sustain in their memory and are significant for their learning. We should try to communicate in English with them most of the time and avoid much translation. Instead, we’d better use clues, such as, body movement, facial expression, or demonstration, to convey our message. We can start by having small conversations that is habitual, like greetings, asking whether or not they understand our explanation or have a question, or asking them things related to the topic and their daily lives. We can teach them to use key words when they want to go to the restroom, borrow something from their friends, say sorry, thank people, and any other activity which they commonly do in or outside the classroom. In this way, we train them to use the language in context; therefore, their ears and their mouth will be more easily accustomed to English. Usually, when children learn something new, they will try to show it off to people, so, it is hoped that they will practice the English words they’ve learned whenever and wherever. We should encourage the existence of peer correction since we can’t always keep an eye on every children every time. Moreover, it’s not good for teachers to do constant and direct correction. We should encourage them to remind each other; however, we should emphasize to the students that making mistake is normal, so when they correct their friends’ English, it is not meant to be discouraging. We can give them examples of how to make positive correction. So, we begin an English campaign in the classroom; we speak English and we ask them to listen and repeat, and we teach them how to respond to our speech. Another point is accustoming the students to seeing nothing but English. We can try out the concept of print-rich class environment. We label everything in the classroom: blackboard, table, chair, wall, duster, window, door, and even floor. As long as we do it neatly, nobody would mind. We don’t need to ask the students to memorize the words because they will do it unintentionally. We can also ask them to label their own things, anything they have, especially their school equipment, using English. We provide them with a special board to pin on things, such as, their drawings, writings, posters, or anything they produce in the English class and anything related to English that they like. Young children respond well to surroundings which are pleasant and familiar. It would be much better if we can have an English corner: a special room in the corner where the students can find not only board but also a rug or a pile of cushions, or small chairs and a shelf containing English story books and magazines to read, stationery to write with, and toys to play with during the break time or in a special time allotted during the lesson. In this way, we teach them to learn and enjoy English with their senses. Later on, when they’re already used to listening to, speaking, and seeing English, they will try to find, by themselves, media for language exposure outside the class, and this will obviously help them learn English and lighten our work as teachers.

Another principle that I believe to be able to promote effective and enjoyable English learning is definitely fun. Children have short concentration span and get bored easily. One way that has proven to be useful to keep them motivated is giving them fun learning activities. Songs,rhymes, games, and stories are the common examples of classroom fun. We can use songs to teach the students English sounds or alphabets, to reinforce vocabulary, or to have fun. We can also use sons as background music while they are working on another task. There are many songs specially created for the EYL teaching, so we can just pick one good song that is relevant to the topic of our discussion. Or else, we can find a popular modern song, change the lyrics of a song or even create our own song. Teaching rhymes is an activity which enables the students to have fun by playing with the language since rhymes are repetitive and have natural rhythm. Once they know a rhyme, they would try to repeat it again and again, unconsciously learning pronunciation, vocabulary, and grammar. Another practical activity which is inseparable from the teaching of EYL would be games. I think we can use games for any topic we discuss with the students. Games can be a kind of reward or an additional activity placed at the end of the lesson, yet it can also be a part of teaching learning process. They can reduce the students’ boredom, create an exciting atmosphere, and give the chance to them to move about; thus, they don’t have to sit still during the whole lesson. The last example of fun activity, which are commonly done in the classroom, is related to stories. We can tell or read the students a story. But first, we should choose a story that fits the student’s age, ability, and context, and also our own interest. Another important thing is how to perform the story; we should accompany our speech with adequate degree of movement and facial expression. What I’ve written above probably looks not more than theories, but I can tell that from my EYL course and from my daily life, I’ve learned many kinds of songs, rhymes, games, and stories, and I’ve seen and experienced the application. Those activities are undoubtedly significant for the English language teaching (ELT) in primary school, and integrating them in my teaching would be of my best interest.

Still another thing to consider when talking about EYL is the use of instructional media. “Don’t rely too much on textbook!”. This is the principle I’ve always born in mind. We should use varied techniques in teaching children, and media would be an excellent variation if it is used appropriately and proportionally. Picture cards are the most commonly used media so far. They can be taken from any source as long as they are relevant with the topic, give contribution to the learning outcomes, and are appropriate with the children’s characteristics. They can function as still pictures when we use them to explain a topic, or function as flash cards when we use them to drill the students. There are still many other kinds of media that can help us in teaching, such as, realia, real objects, flip charts, transparencies, word or sentence cards, big book, toys, puppets, classroom mascot, and so on. We can use real objects to introduce new vocabulary; flip charts to explain words' antonyms, numbers, or contrastive situation; transparencies to tell a story, describe a process, explain something gradually, or to save time for not having to write on the board; class mascot, a puppet or a doll which is belong to the whole class, to accompany us and the students. We can act as the mascot by changing our voice, then we can talk to the students, so that we won’t have to speak too much as a teacher, which may have been very boring for the students. After the lesson, we can leave the mascot in the class, so that the students can have free dialogue or play with him/ her. Those are only a few examples of media’s functions, because actually, media can be used in an unlimited number of ways. In fact, we will always need media to facilitate our teaching. It’s not an impossible thing; we can buy the media or make it by ourselves. The principle is that when there's a will, there's a way. Besides those kinds of visual media, we should also provide the students with supplementary materials, such as authentic materials and cassettes. Magazines, newspapers, and recorded English speech would be a very helpful variation in our teaching. Talking about media, we may not forget that technology has been of great help in teaching EYL. It is unfortunate that it is not yet widely used in Indonesia, and when compared to other Asian countries, we’re already left behind. However, better late than never. We can start to learn a lot of how to make use of, for example, Microsoft Power Point, interactive learning CD-ROM, or any other computer programmes, which have proven to be very exciting, interesting, as well as educational for the students. So, we’ve discussed a lot about media, which has surely justified many people’s idea that it’s important. Nevertheless, we may not forget about textbook. We can’t rely too much on it, but we still always need it because it’s something that is most accessible by the students. They can open it, bring it, learn from it, and do exercises in it anytime they want; therefore, selecting a good textbook for our class is not less important.

Exposing the students to English, integrating fun activities and using media in teaching, all need a high degree of patience, creativity, willingness, and dedication especially in the part of the teacher, and also, not less importantly, the support from the students themselves, their parents, fellow teachers, principle, and the government. Let’s just talk about the teacher’s part. I believe that we can build our creativity if we want to. We should continue learning, so that we can gain new ideas and apply them in the classroom. We should dare to try out the new ideas, yet we shouldn’t do it carelessly. It should be well-planned and organized: we think about the objectives and the procedure, how to conduct it in the classroom. In this case, we can reduce the probability of failure. Even though we fail, for example, with our media: the students are not interested in it or it doesn’t help the teaching learning process, we shouldn’t throw it away. We have to do an evaluation first, to find what is wrong, whether it’s about the media itself, how we handle it, about our classroom management, or perhaps the media is just not appropriate with the students’ characteristics and irrelevant with the topic. We should know what mistakes we’ve done, so that we can learn from them. There's always trial and error. Teaching English to young learners has to be done carefully and not in rush. It’s not easy, and certainly needs patience and hard work. I personally realize that, but I have, again, one principle, that once I chose this profession, I’ve already had the commitment of devoting my life to the success of my students in learning English.

KINESICS THE BONE COLLECTOR

Sociolinguistics

KINESICS

The Bone Collector

Cast: Denzel Washington as Lincoln Rhyme

Angeline Jolie as Amelia Donaghy

Leland Orser as Richard Thompson

Synopsis

Lincoln Rhyme was a very genius police officer assigned in NYPD at the CSI (Crime Scene Investigation). He wrote a lot books about forensics. When he was on duty investigating a murder, he got an accident that made him totally paralyzed. Since then, he had to stay in bed surrounded by many kinds of equipment, from medical equipment to electronical ones, such as computers, monitor, and telephone. He could not move his whole body except his head and his fingers, which he used to press the buttons in both sides of his bed, so that he could operate the elecronical machines. He still could talk, was still working as a policeman, and did his work from his bed by using his genius brain and the machines. He was also fully paid by the NYPD. One day, a mysterious murder happened, and the first police officer who examined the crime scene was Amelia, a traffic policewoman. She took some pictures of the scene. Linc was assigned to find the murderer, and he directly took some actions to solve the case by gathering some police officers to become the members of his team. He also asked Amelia to join the team since he was very impressed with her work on examining the crime scene. And so, the team started to collect evidence and began the investigation. The murder was genius though. He did his crime very neatly, and he always left some mysterious clues for the police. The clues could lead them to the next target of the serial killings, but every time Linc found out the meaning, the murderer had already killed the victim. The killings continued to happen until the murderer came to his main target, who was Linc himself. It turned out that the murderer was Richard Thompson, the one who took care of Lincoln’s medical apparatus. He did all the murders to take revenge on Linc because he felt that Linc had ruined his life and made him suffered. By the time Richard was about to stab Linc, Amelia showed up and shot Richard. In the end, Richard died and Linc survived. He was not staying in bed anymore; instead, he used a wheel chair, a sophisticated one, of course.

The Kinesics of the Good Guys

v Lincoln Rhyme

Linc had the required characteristics of a good police officer as well as a nice person. He was brave, firm, tough, smart, emotionally stable, wise, and understanding. Moreover, he had a strong leadership and intuition. This judgement is based on the way he talked and the kinesics he used. His kinesics mostly involves eye gaze and facial expression, and occasionally head
movement.

¨ When Linc wanted to speak seriously with someone, his eyes usually were fixed upon the person and hardly any smile could be seen.
He maintained the intensive eye contact until the talk was over. This is shown in some scenes, such as, when he asked Amelia to work with him in investigating the serial killings, and when he described the jobs of each members of the team, and ordered them to do
their respective jobs.

¨ In other time, when Linc was criticized, he would only smile slightly with no look of anger in his face. It happened in one scene where Amelia protested him for being authoritative in asking her to join his team.

¨ Although Linc was a firm police officer, he could act wisely in some occasions. When Amelia didn’t want to examine the first victim’s body because she couldn’t stand seeing the condition, Linc didn’t look angry with her. Instead, he tried to encourage her to do the work. Still, Amelia didn’t want to and she even intended to resign from the team. Linc called her and was able to make her tell her bad experience, and with his comforting eyes, he told her that he understood everything and convinced her to rejoin the team.

¨ When making analysis by recalling his memory
and thinking seriously, Linc’s eyes were either blinking or focused on no direction without
blinking. It was sometimes combined with contracted eyebrows.

¨ When observing things related to the crime, such as the evidence or the clues, Linc’s eye gaze was very sharp examining and analyzing the things while also pressing the buttons in the sides of his bed.

¨ Linc was not afraid to show his dislike to even a high-rank police officer. He was not hesitate to only look at the person he disliked with one eye and then looked away, or even not looking at all, but only using head movement to respond to what the person’s saying. We can find it in one scene where a bad police officer named Howard came to his place.

¨ Linc was very intuitive. When Richard came to kill him, he had already felt that there’s
something wrong before Richard told him everything. He had already tried to call the police station by pressing the buttons with his fingers silently. However, he had to say something on the phone and this was the moment when Richard knew what he was up to.

¨ Linc’s genius brain was still working even though he’s in a very difficult situation. In a scene
where he’s going to be killed by Richard and he was obviously helpless, he could find a way to postpone the murder, that is, by biting Richard’s neck and making him injured.

As an ordinary person, Linc still showed his sentimental side in some occasions.

¨ When Linc was asked to have a break by his crew since his health condition was decreasing, he looked angry, but not long afterwards, his eyes revealed his sadness. He was actually desperate with his condition and he had even signed an agreement for euthanasia. However, he could conceal everything and still became a brave and tough leader for the rest members of the team.

¨ Linc also showed sad eyes in the scene where he saw the victims of the murders, who were usually badly wounded.

¨ Linc’s happiness could still be seen in some scenes, like when he made a friendly smile while joking with Thelma, his nurse, or when he smiled slightly seeing Amelia’s good job which showed that he was proud and happy with it.

¨ Linc was paralyzed, but his feeling toward woman was not vanished. He knew that Amelia’s got feeling on him and when looking at her, his eyes showed that he felt the same way especially in some scenes where they were in a very close distance.

v Amelia Donaghy

Amelia Donaghy is not way different from Lincoln Rhyme, except that she’s a woman. She is also a good police officer, a brave, smart, tough, responsible, self-reliant, and careful one. Although she is a woman, she could cope with her colleagues and did her job as well as they did. It is shown by her kinesics, which can be identified as follows:

Ø Eye gaze

¨ She always looked directly at the eyes of the person she was talking to.

¨ She used friendly eye gaze when seeing a child who gave her information about a murder,
so that the child would not be afraid and worried.

¨ When she felt that she had to defend herself, she tended to look at the eyes of the
person she was talking to more strongly.

¨ When her supervisor asked her to change her current job and moved to his division she
looked directly at him even though he was her supervisor.

¨ When she was asked to see and observe another victim, Mrs. Rubin, her eyes gave a sign
of shock and sadness, but she tried to be strong

¨
If she felt touched, she could not hide it from her eyes. She even cried when she was
reminded of her late father and her eyes showed pain, sadness and disappointment. When she experienced or saw a very sad moment like when a young girl’s grandfather was murdered, she also could not resist on crying.

Ø Body movement

¨
Her movements were fast and she had a good reflex. She moved very fast, carefully and well arranged when she heard about the news of murder as if it had been her habit as a member of police department when she heard any bad news.

¨
She carefully and thoroughly took pictures of events around the crime scenes that
might become important evidence.

¨
When she walked with her man colleagues, she did it as fast as her colleagues did.

¨
She was so curious when she was in the place where the murders had happened that she
walked slowly and cautiously examining her surroundings

Ø Proximity

¨
She kept around fifty centimeters distance when she talked to the child she found in the first crime scene.

¨
She kept around fifty centimeters distance from her colleagues when she walked with them.

Ø Posture

¨
She bent her back when she talked to a child so that her position was almost the same
with the child.

¨
She is very sturdy in the way she was standing, sitting, and walking.

Ø Facial expression

¨
She talked to Lincoln Rhyme when he urged her to change her position with an expression of a strong and tough person to defend her position

¨
She looked very shocked and disappointed when she found the victim of the murder,Mrs. Rubin, but she kept on being tough and doing her job, collecting the signs of the murder.

The Kinesics of the Bad Guy

Frankly speaking, the bad guy was rarely shown in the film. Everytime he did the murder, he
was wearing a mask. So it was difficult to see his facial expression. Fortunately, his body movement and eye gaze can still be identified. And luckily, in the end of the film, when he tried to kill his last victim, he wasn’t wearing a mask. The kinesics of Richard Thompson as the bad guy (murderer) can be identified as follows:

Ø Eye gaze

When Richard look at his victims, he used a threatening gaze. He gazed at the victim with sharp look and lack of blinking. From his eyes, it could be seen that he was a cold-blooded murderer.
He tended to sweep the room finding a victim with his eyes. He always used steady gaze when he looked at people.

Ø Body movement/ posture

The bad guy rarely moved his body. He didn’t like to move here and there without any purpose. When he drove a taxi and the victims screamed and yelled, he kept driving, he did not turn back, he ignored the victims. His ignorance scared the victim. No matter what the victim did, he kept driving without feeling bothered.

Some exceptions happened to Richard when he came to his last victim, Linc. Since Richard had
known Linc very well and Linc was the reason why he did all the murders, Richard did something that he had not done to other victims. When he wanted to kill Linc, Richard was talking much. He tended to get closer to Linc.
Usually he rarely moved, but in front of his last victim, he often moved. He used to be very calm but in this case, he was careless and did everything in a hurry. He did many mistakes that he couldn’t succeed in killing Lincoln.

Ø Proximity

The murderer always took a distance with his victims. After he handcuffed the victim, he stayed away from her/him. He approached the victim, touched her/his body only it he wanted to hurt her/him, like cutting the victim’s body with knives. After that, he moved away. When he came to his victim, he walked slowly, steadily, with heavy step.

Ø Facial Expression

Fortunately, we can see the bad guy’s facial expression in the last part of the film. He smiled with sly face. His eyebrows went down near his eyes and he stared at Linc sharply with anger. When Linc could make him injured, his face showed pain. However, the more pain he felt, the more angry he got. He was shaking when he expressed these two feelings, pain, and anger.

So, it can be seen that people’s kinesics can reveal many things, their characteristics, feelings, intention, and so on. Just like in the movie, the characters do not show that they’re the good guys or the bad guys merely through their speech or the style, but also their kinesics. In real life, other people can also see who we really are from the combination of what we say, how we say it, and what kinesics we made.

STYLE OF SPEECH

Sociolinguistics

STYLE OF SPEECH

Speech, like dress, can have different styles depending on the situation. Style itself refers to the selection of linguistic forms to convey social or artistic effects. It forms a communication system in its own right, one that determines how a social interaction will proceed, or if it will proceed at all. If it is to continue, style tells how, whether formally or informally. It may also tell listeners how to take what is being said: seriously, ironically, humorously, or in some other way.

Style uses all the resources of language: tone of voice, different ways of pronouncing sounds, even choice of words and grammar themselves. When the style of an utterance contradicts the meaning of the words and grammar, the style is often believed. This is because style tells us how to interpret a message. The followings are
some samples –taken from my personal experiences and the people in my
surroundings’— of style vs. words, choice of words, and tone of voice.

A. Style vs. words

1. I always find difficulties of getting up in the morning especially in this fasting month. One morning, when it’s only 15 more minutes left before “Imsak”, I was still on my bed, very hesitate to get up. Then, my mother came to my room, and said, “Terusno turumu nak, enak-enakno, sek esuk kok.” What happened next was that I got off my bed with my eyes still closed.

2. One day, my sister and I went to our auntie’s. we were there for along time until there was a call from my mother. She said, “Wis nak, ojok moleh, nginepo kono ae mesisan.”

3. When we came to somebody’s house as a guest, we sometimes said, “Gak usah ngombe wis, gak perlu repot-repot.” Still, the host or the hostess would give us something to drink. I myself preferred trusting in words, so when I was asked not to make drinks, I wouldn’t, though the style showed the opposite.

B. Tone of voice

1. A very old friend of mine called me one day. I was happy and surprised to receive the call because it’s been a long time. so I said to him, “Hey, yok opo kabare, rek?”
enthusiastically. After a few days, he called me again very early in the morning. I was thinking that there’s something wrong and I asked him, “Onok opo?” with a rising tone.

Apparently, he wanted to tell me that our friend’s mother was dead. In the other day, he called me when I was trying hard to sleep, which made me in a bad mood. After I knew that it was he who called, I just said flatly, “Oh yo, onok opo?. After that call, he never called me anymore. It is very probable that he felt offensed by my very lazy
response.

2. Many people made phone calls to my house the day my uncle died. I was the only person in the house, so I had to receive all the calls, which asked the same things, whether my uncle was really dead, and when he would be buried. Then, there’s one call asking similar information, “Pak H. Faroid meninggal ya?” I answered in usual tone, “Ya, betul.” Then he said, “Kapan dimakamkannya? Ini dari Ustadz Ali.” Apparently, the caller was a very respectable person in my hometown. Thus, I changed my voice tone and my style of speech also changed drastically. I tried to be as polite as possible when speaking and I even nodded my head during my speech to show my respect, though he wouldn’t see my action.

3. One day, my friends and I met our lecturer who’s got his hand injured. Then another friend passed by and just said to him, “what’s the matter with you?” The
message seemed to be the same as the words “What’s got into you, do you have a
problem with me?” Of course, this was not what she intended to say, however, her tone, and perhaps, her choice of words made her speech sound like that. Fortunately, my lecturer seemed not to feel anything and just made a big smile.

4. Before the Extensive Reading class, some of us had a chat together outside. Then one of us asked the other one, “Hei, koen kate public presentation opo private?” she answered, “Sak karepku tah.” The tone told us that she said that as humour, so we laughed at that time. However, when she asked a question, we felt that we had a chance to take revenge, so we responded the same way as she did before, and we laughed together.

C. Choice of words

1. One day, I got on a “mikrolet”, and when trying to find a seat, I stepped on somebody’s feet. I spontaneously yelled, “Eh, sorry, sorry Pak!” I was right that he was a man, but he was already old. I realized that I had just used the wrong choice of word, and he justified my thought by looking at me unpleasantly.

2. My father got a letter one day, from a store in Malang saying that he could get an interesting prize without having to buy anything before. It’s due to the store’s anniversary or something, I forget what it was. Since we often got such kinds of letters, I tried to call the store first. I asked whether the content of the letter was
true or not. I also mentioned the name of the event in English as written in the envelope. Actually, there’s also the Indonesian version, but I meant to say it in English to make me sound more sophisticated. It seemed that it worked, since the receiver then gave a long explanation of the procedure and the conditions to get the prizes, which make me and my father more convinced of not going to the store.

3. When I was gathering with my family, somebody knocked at my door. My mother, who’s apparently totally convinced that it was my father, said, “Opo ae Pak, katek tok tok barang, wong nggowo kunci ngono.” There’s no answer, but then we heard an unfamiliar voice saying, “Assalamu’alaikum.”, which was surely not my father’s. My mother and my sisters suddenly ran away leaving me alone in the living room. I opened the door and there was a face of a stranger in front of me. Obviously, my mother had used wrong choice of words, though not intentionally.

4. I often greet my friends using different words based on the degree of the friendship. I greet some of them by calling their names. That is usual. When I met some others, I may say, “Lapo koen?” Still to some others, I greet them by saying,
“Hei, tuyul dan mbak yul, nang endi?”.

So it is clear that style can indicate many things through its features. By using different tone and different words, we can show our moods, our feelings, our social status and educational level, etc, to our conversational partners. We can also reveal our consideration about someone, whether or not we consider him/her our close person, and what kind of interaction we want to have with him/ her. Style can suggest what’s really inside us despite the words we use to cover it. So, be careful, if you want to lie, make sure that your style of speech will not disclose it.

Socio Linguistic

CHAPTER I

RESEARCH
BACKGROUND

Indonesia is a land of exotic surprises, featuring the rich culture and arts of its people amidst the sandy beaches and cool mountains. It comprises about 13.700 islands, the principal ones being Java, Sumatra, Kalimantan, Sulawesi, and Irian Jaya. Indonesia has a population of over 170 million and it is a mosaic of many different ethnic, linguistic, religious, cultural groups and
some 250 spoken languages.

In east Java, one can find that every city speak their languages that may have varieties, dialects and various language styles. Although Javanese speak Java to communicate in particular places and situations they prefer to speak their own regional language to their speech community who
are from the same region. They usually try to create their own language style so that they can easily communicate with their speech community.

One of the cities in Java that the speech community creates a new term in the Javanese language is Lawang City. Lawang is a small city, which is located on the north part of Malang regency. It is also the border of Malang and Pasuruan. Lawang is a place where we can find both the country atmosphere, and the busy life of town.

Lawang’s speech community usually has their language style for communicating each other. As a Javanese who lives in Lawang and uses to speak Javanese with her family, the writer was interested to observe the phenomena of “the addition of PE in the Javanese language as the language style of Lawang’s speech community” by doing a research that might be important to contribute to sociolinguistic science. The writer also involves her self in doing the research. Although she speaks Javanese in her daily activities but she used to add her sentence with a particular term that have been understood by her speech community. The writer her self prefer to use the addition of Javanese language to speak without any addition at all because several factors; mood, solidarity, situation, topic of the speech, occasion, and habit.
There are three reasons which make the writer interested to observe this phenomena;

v It is unique

During the research, the writer found that the particular term of “PE”used for Lawang’s speech community only. So far, the writer also tries to introduce this term to another friends from the different cities but they never heard this before. It does not like the language style of malang’s speech community that we called it “walikan.” Not just the people who come from Malang that can understand the meaning but also another persons from another cities can understand it. In contrast to “walikan style” that have been known by public, the language style of Lawang’s speech community is unique.

v It is easy

The addition of “PE” makes thespeaker easier to communicate each other. It does not need other particular terms. Just giving the addition of ‘PE” before the Javanese language and making some reductions of words if it is necessary.

v It is understandable

By using this style there is no special changing in the Javanese language so that the language is understandable for communicating in Lawang’s speech community. One who concern with the languages used by this style will understand it well although he never learns it before.

Based on the reasons above the writer interested to make a research about “THE ADDITION OF ‘PE’ IN THE JAVANESE LANGUAGE AS THE LANGUAGE STYLE OF LAWANG’S SPEECH COMMUNITY.”

CHAPTER II

METHODOLOGY

v Research Design

The study was a qualitative research, which described the phenomena in language style; this study did not need measurement or statistical data. The observations were merely based on the natural conversation of the writer her self with some of the writer’s neighbors, family, friends, relatives and other respondents that all of whom speak the Javanese and were assumed to use the language style by adding the particular term known as “PE” in their speeches.

During the observation activities, the writer was involving her self to have conversations with the entire respondents that have been mentioned above by using the addition of “PE” in Javanese language. So that the writer will get the real data from the natural occasion. The writer didn’t choose a particular topic for the conversation but she tried to have free topics based on the daily activities.

v Data and Source of the Data

The data used in this research was oral data, which were taken from the natural oral conversations from the entire respondent. This study was conducted to find out several things as follows:

Ø Why do the Lawang’s speech community prefer to use their
language style with any additions to speak with the pure Javanese language?

Ø When do they use a particular language style?

Ø What is the pattern used in Language style of Lawang’s speech community?

v Research Instrument

The instrument that is use in this research is the human instrument. The writer her self
that has the important role to make the research. In order to get the accurate data; the writer makes list of several points such as; the name of respondent with their social background, age, level of education, and their occupations. It also includes the date when the data taken, the occasion of when the conversation happens, the analyzing item, and the writing instrument.
To get the data the writer involves her self to make some conversations with the entire respondent because she also uses the same language style as her speech community in her daily activities.

v Data Collection

After having some conversations and wrote some points from the entire respondents, then she collected all the forms to be analyzed. Based on the data, she would describe the phenomena of language style of lawang’s speech community that were adjusted on several factors: mood, solidarity, situation, occasion, politeness, and habit.

CHAPTER III

ANALYSIS OF DATA

From Appendix 1

In this discourse, the writer has a simple conversation with her mother about the scholarship. She tells her mother that she got the scholarship from the university. The writer does not use the pure Javanese language but she prefers to use the addition of “Pe” in her utterances. Knowing that her mother also uses the same language style so that the writer does not change
her language style. Another consideration that influences the writer is the topic of conversation, which is quite dangerous to be known by public instead of these days.

From Appendix 2

The phenomena occurred in this discourse that the writer also uses the same language style with her friend in the same level. The usages of the “PE” addition in this case show that both the writer and her friend have known each other well. They like to use this style because of the
topic is secret thing so that it would not been known by other person who never knows this pattern. This style also makes the speakers feel comfortable during the conversation.

From Appendix 3

The language style in the utterances occurred because both the speakers want to make a joke after finishing the praying. Hopefully by using the language style, other listeners also give the contribution to the conversation.

From Appendix 4

In this discourse, there was the addition of “PE” as the language style. The speaker uses it because the conversation takes place in the market, which it visited by many people from other cities. There are consideration that force the speaker use this style rather than use the common Javanese language; the seller always give a discount when the speaker buy meat. If the speaker use common Javanese language it would been known by other buyers.

From Appendix 5

The phenomena occurred in the utterances because the speaker has the conversation with her little sister. The usage of the language style will add the familiarity between them. The sister does not have to worry to use this style because the impolite language. The language it self used by many people with various occupations and the different level of education and age.

From Appendix 6

In this case, the speaker use the language style in her conversation with her aunt because consideration of the aunt mood. Moreover, it is the tool to motivate the speaker to show her feeling of “tiring”. The language is informal based on conversation. It is common thing to use this language style.

From Appendix 7

The speaker prefer to use this language style than to use the common javanese language because she wants to give the person from the different level a self confident to have the conversation with one who comes from higher position. It will avoid the difference between the servant and her boss in using the same language style.

THE APPENDIXES

Appendix 1

(Conversation between the writer and her mother about the scholarship)

Writer (A) : Bu, pe-ak pe-en pe-du

Mother (B) : Pe-kap?

A : Pe-mang pe-es

B : Pe-ak yo?

A : Pe-ak bu, telungatus ewu

Appendix 2

(Conversation between the writer and her friend about the ceremony)

Friend (A) : Pe-lam pe-mar pe-wing pe-ram yo?

Writer (B) : Pe-ram nemen

A : Pe-sop sing pe-tek?

B : Pe-kab

A : Pe-nggo pe-op?

B : Pe-ak

Appendix 3

(Conversation between the writer and her neighbor about the Tarawih activities)

Writer (A) : Pe-mang pe-ak sing pe-sol

Neigh (B) : Iyo, la isih pe-an

A : Pe-im e yo pe-en

B ; Pe-en pe-nang pe-mas

Appendix 4

(Conversation between the writer and the seller of meat about the price of meat)

Writer (A) : Pe-pir pe-dag e?

Seller (B) : Sing pe-ap yo pe-lar

A : Pe-on sing pe-mur lan pe-ap

B : Yo, pe-gak pe-on

Appendix 5

(Conversation between the writer and her little sister about going out)

Sister (A) : Mbak hanik, pe-kap pe-met?

Writer (B): Pe-tuk pe-op

A : Pe-san
B : Yo, sore ae

Appendix 6

(Conversation between the writer and her aunt about her activity)

Writer (A) : Pe-gak pe-dol

Aunt (B) : Pe-ak pe-kes

A : Pe-tup yo

B : Pe-men pe-buk

Appendix 7

(Conversation between the writer and her aunt’s servant)

Writer (A) : Pe-gak pe-um pe-um a?

Servant (B): Pe-dur

A : Pe-ak a

B : Pe-gak, pe-tip a?
A : Wah, kok pe-nger pe-is pe-ak

CHAPTER IV

CONCLUSION

1. Lawang’s speech community has their own language style to communicate.

2. The language style used in Lawang has been known by adding a particular term called “PE.”

3. The speech community prefers to use the Javanese language with the addition to speak the

pure Javanese language without any addition

4. Some factors that influence people to use the language style are mood, solidarity, situation,

topic of speech, occasion, politeness, and habits.

5. The Lawang’s speech communities speak their own Javanese language to their speech

community who are from the same region.

6. The pattern that used in Lawang’s language style is “PE”+ Javanese language (whether the

prefix only or the suffix)

7. The addition of “PE” in Javanese language Has been used by lawang’s speech community from

the different age, occupations, and social background