Senin, 22 Februari 2016

SUMMARY OF GRAMMAR TRANSLATION METHOD (GTM)

           Grammar Translation Method or we can short it into GTM is the method that used both mother tongue (L1) and target language (L2) in the study. Grammar Translation Method is the one of most traditional methods. Long ago, Grammar Translation Method is known as Classical Method in teaching Greek and Latin. The method requires that students translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to enable students to read and translate literary master pieces and classics.
The Grammar Translation Method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth century. At that time, it was believed that the body and mind were separated and the mind consisted of three parts: the will, emotions, and intellect. They supposed that if the intellect is sharpened enough, it can control the will and emotions. It was believed that learning classical literature of the Greeks and Romans, as well as mathematics, is necessary for the development of mental discipline. In other words, the aim of teaching Latin and Greek was not the learners’ ability to speak them. The aims were rather to develop logical thinking and intellectual capacities, to have a generally educational and civilizing effect and also to improve the standard of learners’ mother tongue.
Larsen-Freeman provides typical techniques associated with the Grammar Translation Method:
o   Translation of a literary passage (from target language (L1) to mother tongue (L2))
o   Reading comprehension questions (finding information in a text)
o   Antonyms, synonyms (finding antonyms and synonyms for words or sets of words)
o   Fill in the blanks (filling in the blanks in sentences with new words or items of a particular grammar)
o   Memorization (memorizing vocabulary lists or grammatical rules)
o   Use words in sentences (students create sentences to illustrate that they know the Meaning and use of new words) (Larsen-Freeman 1986, 130)

The Grammar Translation Method has been practiced so widely and has survived so long for its main advantages. First, as many schools still have classes with large number of students, GTM with its focus on teacher centeredness is cost-effective and appropriate. Next, its main technique, translation into learner's L1, along with some sort of accuracy in understanding synonyms helps meaning to be clarified and the possibility of any misinterpretation or misunderstanding removed. Further, this method saves a lot of time because via translation from one language into another the meanings, words and phrases of the target language would quickly be explained. So, even teachers who are not fluent in L2 can teach through this method. Finally, teachers are less challenged because the students understand, and will not have any problems in responding the comprehension questions asked in the first language. This helps teachers to understand whether the students have learned what they were taught or not.
There have been various disadvantages of the use of the grammar translation method for the teaching of modern languages. Marks provide a few objections:
o   Speaking and understanding are more important for learners of modern languages than reading and writing. However, the grammar translation method prefers written language to spoken language.
o   This method uses a graded grammatical syllabus and learners must gradually accumulate and accurate command of each item in the syllabus. This may be a big disadvantage for learners who want to start using the language straight away.
o   Learning through exposure, experience and use is preferred nowadays. But grammar translation method uses conscious memorization of grammar rules or vocabulary instead.
o   In grammar translation method the teacher and the learners speak mainly in their mother tongue. But the last experience shows that the target language should be used as much as possible.
o   In the grammar translation method the teacher plays a very prominent role and learners interact with the teacher, not with each other. Nowadays it is recommended that learners should make their own discoveries independently. They should be able to co-operate as well.
o   At present it is believed that translation, a basic technique in the Grammar Translation Method, is not the best way how to learn a new language. It is better to think in that language instead.
o   The Grammar Translation Method insists on accuracy. However, nowadays it is believed that fluency is more important. (Marks, 2008)

So, the conclusion of Grammar Translation Method (GTM) is the method that used both Mother tongue (L1) and Target language (L2) in the study. This method is the simplest and the quickest method for teachers who are not fluent in L2 but, for the students this method can make them passive in the class.













Source:

SUMMARY OF THE DIRECT METHOD (DM)

         It’s not like Grammar Translation Method (GTM) which used both Mother tongue (L1) and Target language (L2), the direct method only used target language (L2) in the study and mother tongue (L1) is not allowed in the study.
The Direct Method is not new. Its principles have been applied by language teachers for many years. Most recently, it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate. Since the Grammar Translation Method was not very effective in preparing students to use the target language communicatively, the Direct Method became popular.
The direct method has some techniques. The techniques are:
  • Reading aloud (Read the text or dialogue out loud)
  • Question and answer exercise (The exercise is conducted only in the target language)
  • Getting students to self-correct (Make the students realize that the answer was wrong)
  • Conversation practice (The conversation with target language)
  • Fill in the blank exercise (filling the blank of target language)
  • Dictation (The teacher read the passage three times with three techniques)
  • Map drawing (The students were given a map with the geographical features unnamed)
  • Paragraph writing (The teacher asked the students to write a paragraph in their own words)

SUMMARY OF AUDIO-LINGUAL METHOD (ALM)

          The audio-lingual method is the method that used the creativity of the teacher. As I know this method used object like puppets, dolls, or the teacher will make a role-play and the students will repeat the dialogue and the difficult words many times until they can repeat the words without any single mistake.

            The audio-lingual method is actually found by the US military and known as “Army method”. Characteristic of these courses were a great deal of oral activity, pronunciation, and pattern drills and conversation practice with virtually none of the grammar and translation found in traditional classes.

Selasa, 01 Desember 2015

News Item with Example

NEWS ITEM

            According to Yudhistira book News item is a type of the text that has the main function or communicative purpose to inform readers, listeners, or viewers about events of the day which are considered newsworthy or important.

The generic structure of news item has elements as follows:
ü  Headline/ title: the main point to report in reduced clause.
ü  Newsworthy events: tells the event in a summary from.
ü  Summary of event: the summary of main event that is to be reported.
ü  Background of event: the explanation about what had happened (who, what, when, where).
ü  Source: someone’s about the event.

Language Features:
ü  Information on the use of headlines
ü  The use of action verb (e.g.:bit, attack, curb)
ü  The use of saying verb (e.g.:said, added, claimed)
ü  The use of passive sentences (e.g.:Aceh was bit by a Tsunami in 2004)

ü  The use of adverb in passive sentences (e.g.:The victims were badly injured)

Example of News Item
AUSTRALIA HACK INDONESIA BECAUSE NOT BELIEVE

TEMPO.COCanberra   Allegations of phone hacking Indonesian government officials conducted by the Australian assessed only as a form of distrust Australia to Indonesia. Australian government itself considers espionage is a natural thing.

Philip Doring, a federal political analyst, wrote this in response to the problem pages of The Age Australia. According to him, despite all declarations of friendship and good relations with Indonesia, the Australian government actually do not trust Indonesia.

"We are working closely with Indonesia, including in the areas of security and intelligence, but we do not believe them. We do not have and may never have the confidence, "he wrote.

Australia considers the Indonesian political system is very opaque, full of corruption, and prone to national problems. Kangaroos this country do not consider Indonesia as a true friend, as well as New Zealand. Therefore, it is possible that Indonesia will be a threat to Australia at a later date.


Phrase with Exercise+Key Answer

PHRASE

WHAT IS PHRASE?
            According to  OXFORD DICTIONARY, PHRASE is group of words which have a particular meaning when used together and according to GEORGE DAVIDSON’S BOOK, PHRASE is any group of two or more words that can occupy the same function slot in a sentence as a single word. A phrase is not just any string of words that happen to be next to each other in a sentence. In order to be a phrase, words must occupy or belong to one single slot (subject, or verb, or direct object, etc) in a sentence. Words that belong to two or more slots in a sentence are NOT phrases.
The following groups of words are therefore not phrases, because they run across the boundary between two slots (marked by'/,) in the sentences they are taken from:

old man laughed (The old man / laughed. -subject + verb)
kicked john's (She / kicked / john's leg. -subject + verb + direct object)
bought his mother (He / bought / his mother / some flowers. -Subject + verb + indirect object + direct object)
Sings like  (She / sings / like an angel. -subject + verb + adverbial)

*On the other hand, the old man, john's leg, his mother and like an angel are phrases because they do occupy single slots in their sentences.
Heads
The head of a phrase is the word in the phrase that defines what sort of phrase it is.
For example, the head of a noun phrase is the noun that is being described in that phrase:
hot water
john's new puppy
a very silly mistake
The head of an adjective phrase is the adjective in the phrase:
very silly
quite surprisingly good
big enough
The head of an adverb phrase is the main adverb in the phrase:
very foolishly
well enough
The head of a verb phrase is the main verb in the phrase:
should have known
will be coming
The head of a prepositional phrase is the preposition that introduces the phrase:
in the garden
with a knife
between you and me
Phrases are named after the part of speech (noun, verb, adjective, etc) that the head of the phrase belongs to.


1.      A PREPOSITIONAL PHRASE
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Some people believe that it is wrong to end a sentence with a preposition. Although there is a tendency to avoid doing this in very formal English, it is certainly not wrong in normal everyday English to end a sentence with a preposition: 
To whom should I give The book? (formal English) 
Who should I give rhe book to? (everyday English) 
To which group do vou belong? (formal English) 
Which group do vou belong to? (everyday English)
A prepositional phrase is a phrase that consists of a preposition followed by, for example, a noun, a pronoun, a noun phrase or an adverb.
Who is that talking to George?
We saw her in town the other day
They managed it between them
Shona was playing with her new puppy
Children have to learn to eat with a knife and fork
In 1965 I was still at school
To whom should I address my remarks?
Since when have you been in charge here?
What is in there?
A prepositional phrase may sometimes be split into two parts:
Who did you give it to?
What can I cut it with?
What are we standing here for?
HEAD
The head of a prepositional phrase is the preposition it begins with:
in silence
on the bed
from a distance
with difficulty
to my room
REST
The rest of the prepositional phrase is called the object or complement of the preposition:
In silence
On the bed
from a distance
with difficulty
to my room
o   Prepositional phrases may themselves be the complements of prepositions in larger
prepositional phrases:
There was a lot of noise coming from behind the door
Some very odd-looking creatures crawled out from under the stones
o   A prepositional phrase may be modified (that is, emphasized or limited in some way) by
an Adverb:
            The dog was lying right beside the gate
            It is quite beyond belief that you could be so stupid
o   Prepositional phrases sometimes come in pairs, especially in certain idioms:
Jenny was grinning from ear to ear
We are going to clean this house from top to bottom

FUNCTION OF PREPOSITIONAL PHRASES
Two of the main functions of prepositional phrases in sentences are as adverbials (adjuncts, disjuncts and conjuncts) and as complements (both subject-complements and object-complements):
1.      Prepositional phrases as adjuncts (saying where, when, how, with what, for whom, etc):
The cat was on the table.
In Scotland ít sometimes snows in summer.
I paint with great enthusiasm but with little skill.

2.      Prepositional phrases as disjuncts (making a comment on the rest of the sentence):
To my surprise, there was no-one there.
To Mrs Brown's relief, the storm hadn't damaged her fruit bushes.
In all fairness, I don't think we can blame her for what happened.

3.      Prepositional phrases as conjuncts (linking sentences):
You're not going diving. For a start, you can't swim.
In the first place, you don't know how to dive. For another thing, you can't afford it.

4.      Prepositional phrases as subject-complements:
Your work is of great value.
His opinion is of little interest to me.

5.      Prepositional phrases as object-complements:
We considered the information of little importance.
He found the work boring and beneath his dignity.

o   A prepositional phrase may modify (that is to say, describe or identify) a preceding noun
in much the same way as an adjective does:
Who is that man with red hair                        (that red-haired man)
He is a man of honor.                                  (an honorable man)
They greeted us with screams of delight         (delighted screams)

o   A prepositional phrase may equally modify a  following noun:
He made a few off-the-cuff remarks and sat down again. ( a few unprepared remarks, thought up at the time of speaking)
These offences are subject to on-the-spot fines. ( immediate fines)

o   A prepositional phrase may also modify an adjective or the word not or -n't, (that is, it may emphasize them or weaken their force):
Your behavior was foolish in the extreme.  (extremely foolish)
I am not in the least surprised.                        (the least surprised)

o   A prepositional phrase may function as the complement of an adjective, a verb, a noun or
an adverb. The complement of an adjective, verb, noun or adverb is a group of words that follows it and provides further information relating to it:
Could we have a jug of water, please?
There's no need to be afraid of dogs

o   Two prepositional phrases may stand next to each other in a sentence but with different
functions:
Her grandmother was sitting in an armchair with her cat


2.      AN ADJECTIVE PHRASE
Is any phrase that has an adjective as its head and that can occupy the same position as a single adjective in a noun phrase or fill the same slot as a single adjective in a sentence:
            A big dog                                (ADJECTIVE)
            A very big dog                       (ADJECTIVE PHRASE)
            An irritating man                   (ADJECTIVE)
            An extremely irritating man  (ADJECTIVE PHRASE)

HEAD
The head of an adjective phrase is the adjective in that phrase:
absolutely unbelievable
strong enough

FUNCTIONS OF ADJECTIVE PHRASES
Like adjectives, adjective phrases have two main functions.
o   Adjective phrases modify nouns:
a very exciting proposal
a good enough result
o   Adjective phrases function as subject-complements or object-complements:
Her proposal was very exciting.
You've made us very proud.

ADJECTIVE PHRASE AND ADJECTIVAL PHRASE
Adjective phrases are sometimes called adjectival phrases but, to avoid confusion, the two terms are best kept separate.
o   An adjective phrase is a phrase that has an adjective as its head:
I was absolutely amazed at what I saw.
The dog was extremely protective of the baby.


o   An adjectival phrase, on the other hand, is any phrase that can function like an adjective,
for example by modifying a noun. Not only adjective phrases, therefore, but also noun phrases, prepositional phrases, and other types of phrase can be classed as 'adjectival phrases':
We had a five-hour delay at the airport.


3.      A NOUN PHRASE
            Is a PHRASE that has a noun as its head and that can occupy the same slot as a single NOUN or PRONOUN in larger phrase or in a sentence:

            John is here                            (NOUN)
            He is here again                       (PRONOUN)
            That old man is here again    (NOUN PHRASE)

HEAD
o   The head of a noun phrase is the noun being described or referred to in the phrase:

her older sister
a great big kiss

o   Sometimes a pronoun can be the head of a noun phrase:
That's a big one.
I'd like those red ones.

WORD ORDER IN NOUN PHRASES
The words that preceded a noun or pronoun in a noun phrase follow a certain order.

o   In first position in noun phrases come the predeterminers, determiners, quantifiers and numerals, in that order:
She was carrying several large black books.
Who owns those two cars?
Other types of adjectival phrase can modify a following noun in a noun phrase:
1.      One common type of phrase that modifies a following noun or noun phrase has the general structure adjective + noun + -ed:
A bad-tempered old man        (a man who has a bad temper)
A four-legged animal              (an animal that has four legs)

2.      Another type consists of a direct object or complement plus a participle:
man-eating sharks (sharks that eat people)
a good-looking boy (a boy who looks good)
3.      A third category of modifying phrase is the prepositional phrase:
an on-top-of-the-world feeling
a rather over-the-top suggestion

4.      There are many other types of phrase that can modify nouns:
a four-page essay
four-day-old chicks

EXTENSIONS OF THE NOUN PHRASE
A noun or pronoun may be modified by a following word or phrase.

o   A noun or pronoun may be modified by a following adjective or adjective phrase:
All the people concerned have been informed of the change of plan.
The president elect will be addressing the meeting.

o   A noun or pronoun may be modified by a following prepositional phrase:
I see the house on the corner has been sold.
Her husband is a tall man with long black hair

FUNCTION OF NOUN PHRASE
o   Like nouns, noun phrases may fill the subject slot in a sentence:
More heavy rain is expected later.
A rather fat, middle-aged man was staring at her.

o   A noun phrase may occupy the direct object slot in a sentence:
The old lady was wearing a thick woolen coat.
I don't much like modern pop music.

o   A noun phrase may also function as an indirect object:
I gave the old beggar money for a cup of tea.
Tom took his wife some flowers.


o   Noun phrases may be subject-complements:
That is a very good idea
She will make him a good wife

Or object-complements:
We consider John a very good teacher
He made her his personal assistant

o   A noun phrase may often function as an adverbial, for example saving when or how something is done:
I will see you tomorrow night.
Next year we will do things differently

o   A noun phrase may be the complement (or object) of a preposition in a prepositional phrase:
You're in great danger.
They watched the river level rising with growing alarm.

o   And finally, a noun phrase can modify an adjective or adverb, in the same way that an adverb does:
She is feeling a good deal better today, thank you.
It was a lot worse than I had expected.


4.      AN ADVERB PHRASE
Is a group of words that has an adverb as its head:
            Drive carefully!                      (ADVERB)
            Drive very carefully!             (ADVERB PHRASE)

HEAD
o   The head of an adverb phrase is the adverb that carries the main meaning of the phrase:
very slowly
fast enough

FUNCTIONS OF ADVERB PHRASES
Adverb phrases mostly function as adverbials. For example, an adverb phrase may be an adjunct, saying how, when, how much, etc something happens or applies:
I don't think john is behaving entirely rationally.
I so often feel that no-one is listening to me.

o   Adverb phrases also function as disjuncts, commenting on the rest of the sentence:
Quite frankly, I don't want to know your reasons.
She is quite obviously lying.

o   An adverb phrase may be a conjunct, linking two sentences or two parts of a sentence:
I know you only wanted to help. Even so, I don't think you should have got involved in the argument
She might agree. Then again, she might not

o   Another function of adverb phrases is, like adverbs, to modify adjectives, adverbs, and other word-groups, for example to say how much or how little something is the case:
I know only too well how you feel.
            You're singing far too loudly




ADVERB PHRASES AND ADVERBIAL PHRASES
            An adverb phrase is sometimes called an adverbial phrase but, to avoid confusion, the two terms are best kept separate.

o   An adverb phrase is a phrase that has an adverb as its head:
I  do think we're doing this unnecessarily carefully
Do you come here very often?

o   An adverbial phrase, on the other hand, is any phrase that can function as an adverbial in a sentence. Adverb phrases can, of course, function as adverbials, but so can prepositional phrases and noun phrases:

Noun phrases that function as adverbials:
I will visit Susan tomorrow morning.
She moved out the very next day.

Prepositional phrases that function as adverbials:
Did you meet anyone interesting in town?
They stood watching from a safe distance

NOTE: Noun phrases and prepositional phrases can therefore be classed along with adverb phrases as 'adverbial phrases'.



5.      A VERB PHRASES and PHRASAL VERBS
            Is a PHRASE that can function in a sentence in the same way as a single VERB:

            She sings beautifully                (VERB)
            She is singing beautifully       (VERB PHRASE)
            She can sing beautifully         (VERB PHRASE)

HEAD
The head of a verb phrase is the main verb or lexical verb in that phrase, the word that carries the main meaning of the phrase:
I have been reading some very interesting books.
Helga should have known what to do.

A PHRASAL VERB
            Is an expression that consists of a LEXICAL VERB followed by an adverb, a preposition, or both an adverb and a preposition:
           
Everybody please stand up. (verb + adverb)
This calls for immediate action. (verb + preposition)
I get along with her very well. (verb + adverb + preposition)

o   Some phrasal verbs have meanings that are predictable from the meanings of the words that form them:
Why don't you just go away?
Your mother phoned while you were out. She wants you to call her back.

o   Other phrasal verbs have quite unpredictable meanings:
We're going to have to fork out for a new car (= spend money)
Don't bottle up your feelings of anger. (= keep them to yourself, not express them)




CO-ORDINATION

Co-ordination occurs when two or more words or phrases of equal importance and with the same function are linked by words such as and, or or but:

Sue and Richard were painting the kitchen.                          (co-ordination of subjects)

I've brought some books and some magazines.                     (co-ordination of objects)

Simon painted his bike blue and purple.                                (co-ordination of object-complements)

Should I put these tools in the garage or the garden hut? (co-ordination of objects of a preposition)

This Job needs to be done quickly and accurately.                (co-ordination of adverbials)

It had been a long and tiring but enjoyable trip.                    (co-ordination of adjectives in a noun phrase)


o   If there are more than two words or phrases linked together, then usually there is only one co-ordination word, and the others are separated by commas:
Would you like tea, coffee or hot chocolate? (co-ordination of direct objects)
Abdullah went to the shop to buy a melon, bananas, two lemons and some oranges.
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Co-ordinate phrases are named after their function in the sentence. For example, in Two dogs and three cats were Iying in front of the fire.
 two dogs and three cats is a co-ordinate subject phrase consisting of two noun phrases two dogs and three cats linked by the coordinating conjunction and. 

And in I play the piano with great enthusiasm but with little skill.
 with great enthusiasm but with little skill is a co-ordinate adverbial phrase consisting of two prepositional phrases with great enthusiasm and with little skill linked by the co-ordinating conjunction but.
(co-ordination of objects)









o   Sometimes pairs of words act together as coordinators:

Both Sue and Richard were painting the kitchen.
To be successful you need both talent and luck.
Either I or my wife will be at the meeting.
To match the wallpaper, the curtains will have to be either orange or yellow.
Neither Cordon nor Helen were invited.
The operation is neither feasible nor desirable.

o   The words forming the links (and, or, but, etc) are known as coordinating conjunctions.  The phrases formed by co-ordination are co-ordinate phrases. A co-ordinate phrase has as many heads as there are co-ordinated words or phrases in it:

The collection is both unique and priceless. (a co-ordinate complement phrase with two heads)
Mary, her husband, and hís cousin Alex were all at the wedding. (a co-ordinate subject phrase with three heads)

PUNCTUATION IN CO-ORDINATE PHRASES
o   When two or more co-ordinated words or phrases are linked by a co-ordinating conjunction (such as and or but), they are NOT separated by a comma:
Her hobbies are music and photography.
The Indonesian flag is red and white.

o   When two or more co-ordinated words or phrases are not linked by a co-ordinating conjunction (as in parataxis), they are usually separated by comma:
Slowly, carefully, holding her breath, she Iifted the vase off the shelf
AII around us we see inhumanity, cruelty, greed




o   Two adjectives modifying a following noun are nowadays usually NOT separated by a comma, BUT a comma is NOT  incorrect:
There was a strange bright light in the sky.
                        OR
There was a strange, bright light in the sky.

o   However, if the second adjective is itself modified, for example by an adverb, there MUST be a comma between it and the first one:
There was a strange, very bright light in the sky.

o   Of course, if the adjectives are linked by and, or or but, there should be NO comma:
There was a strange and very bright light in the sky.
They live in a large but fairly inexpensive house.

o   Sometimes commas are inserted to indicate that there should be a slight pause in the sentence:
They live in a large, but fairly inexpensive, house.

o   Numbers, determiners, etc are NOT separated from following adjectives by commas:
There were two strange, very bright lights in the sky.
I wondered what was causing the two strange, very bright lights in the sky.

o   When three or more words or phrases are co-ordinated, and only the last two are linked by a conjunction, there are two options available - either they are all separated by commas, or all but the last two are:
Her hobbies are music, dancing, and photography.
Her hobbies are music, dancing and photography.

The cushions will have to be yellow, beige, brown, or orange.
The cushions will have to be yellow, beige, brown or orange

o   When words or phrases are co-ordinated by subordinating conjunctions (such as though or if) or by a conjunct (such as yet), there is again some flexibility in the use and non-use of commas. Commas are often used to indicate a slight pause in the sentence, with a lack of commas suggesting there should be NO  pause:
It was a rather frightening yet strangely uplifting experience.
It was a rather frightening, yet strangely uplifting, experience.

Her mother is a kind-hearted if somewhat gullible woman.
Her mother is a kind-hearted, ifsomewhat gullible, woman.

o   And note the use of the commas in these sentences, where the order of the elements is slightly different. Again, the commas indicate slight pauses in the sentences:
It was a rather frightening experience, yet strangely uplifting.
Her mother is a kind-hearted woman, if somewhat gullible.

APPOSITION
Apposition  is a special type of co-ordination that occurs when nouns, pronouns or noun phrases referring to the same person or thing are co-ordinated, often simply by being placed together in the sentence:
My neighbour, Mrs Lee, is flying to the USA next week. (my neighbour = Mrs Lee)
John Milton, the famous poet, was born in this house. (John Milton = the famous poet)

o   Sometimes the words and phrases being apposed are NOT actually side by side in the sentence:
I got a brilliant present from my aunt for my birthday, a new bike. (the brilliant present = the new bike)
The boy had a dangerous weapon in his pocket, a large flick-knife. (the dangerous weapon=the large flick knife)



PUNCTUATION OF WORDS AND PHRASES IN APPOSITION
Words or phrases in apposition are normally separated off from each other and the rest of the sentence by commas:
Harry, my old enemy, was laughing at my discomfiture.
I've bought some new plants for the garden, small rose bushes.

o   However, if the second element of an apposition does not just add information about the person or thing mentioned before it but actually defines that person or thing or distinguishes it from other similar people or things, then there are NO commas:
Mr jones the painter has just phoned. (that is to say, Mr Jones who is the painter, as
opposed to any other Mr Jones you might be thinking of)

o   When one of the special words and phrases that indicate apposition is used, there will be a comma before them in the sentence but there may or may not be a comma between them and the following word or phrase. Such as, i.e., for example and e.g. are normally NOT  followed by commas:
You can play all your favourite casino games here, such as blackjack. poker and roulette.
I have studied the habits of many birds of prey, for example kestrels, merlins and peregrine falcons.

o   Namely and that is to say may or may not be followed by commas:
In this paper we try to define the reason for the European Union, that is to say its objectives.
You have to use words that people understand, that is to say, normal everyday language.

o   That is and say are generally followed by commas:
Colin Powell, that is, the US Secretary of State, informed the European leaders of the US plans.
We'd need quite a lot of money, say, at least $20,000.

o   There are NO commas in appositions using of or with extraposition:
the city of London
It is our duty to help others.



Quick Summary
This section summarizes the main points of what has been said so far about phrases.

o   A phrase is any group of two or more words that can occupy the same function slot in a sentence as a single word. The head of a phrase is the word in the phrase that defines what sort of phrase it is.
o   A prepositional phrase is a phrase that begins with a preposition. It may function as an adverbial or as a subject-or object-complement. It may also be the complement of a noun, verb, adjective or adverb. It may modify a following noun. The head of a prepositional phrase is the preposition that begins the phrase.
o   An adjective phrase is a phrase that has an adjective as its head. It may modify a following noun or it may function as a subject-or object-complement. An adjectival phrase is any phrase that can function in the same way as an adjective. Not only adjective phrases but also noun phrases and prepositional phrases can be adjectival phrases.
o   A noun phrase is a phrase that can occupy the same position in a sentence as a noun or pronoun. The head of a noun phrase ís the noun in that phrase. A noun phrase can have any of the functions that a noun or pronoun has, such as subject, direct object or indirect object. A noun phrase may include such parts of speech as predeterminers, determiners, quantifiers, numerals, possessives and adjectives. Adjectives must come in a particular arder in a noun phrase. There may also be extensions of a noun in a noun phrase, words or phrases that follow the noun.
o   An adverb phrase is a phrase that has an adverb as its head. It can have any of the functions that an adverb has, such as adjunct, disjunct and conjunct. An adverbial phrase is any phrase that can function as an adverbial. Not only adverb phrases but also noun phrases and prepositional phrases can be adverbial phrases.
o   A verb phrase is a phrase that has a lexical verb as its head. Verb phrases function as predicators. The operator is the first or only auxiliary verb in a verb phrase. Operators have an important role in the formation of questions and negative sentences. A phrasal verb is not the same as verb phrase. It is an expression consisting of a lexical verb followed by an adverb, a preposition, or both an adverb and a preposition.
o   Co-ordination takes place when two or more words or phrases of equal importance and having the same functian are linked by a word such as and or but . The linking word may be a co-ordinating conjunction, a subordinating conjunction or a conjunct.






EXERCISE
Say what sort of phrases (noun phrase, verb phrase, etc) the underlined word-groups in the following sentences are, and circle the word that is the head of each phrase.
1.                   We will consider your suggestion carefully. 
2.                  There were some lovely little calves in the field.
3.                  Her criticisms were totally unjustified.
4.                  We stared at her in amazement.
5.                  By evening they had still not reached the farmhouse.
6.                  The hole needs to be just a little bit bigger.
7.                  Tim sat down and poured himself a very large whisky.
8.                  You must take a lot more exercise.
9.                  I was completely exhausted by the time I got home.
10.              There were two small boys standing on the doorstep.
KEY
1.                  Will consider
2.                  Some lovely little calves
3.                  Totally unjustified
4.                  In amazement
5.                  By evening
6.                  Just a little bit bigger
7.                  A very large whisky
8.                  A lot more exercise
9.                  Completely exhausted
10.              Two small boys





MULTIPLE CHOISE

Choose the correct one and cross it!
1.      We saw her in town the other day.
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

2.      Exercise is very good for you.
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

3.      In that case, I will let you decide what to do
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase





4.      That wasn’t very sensible, was it?
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

5.      Another stupid mistakes
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

6.      We go there every summer
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

7.      She has done the dishes
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase
8.      Who should I give this book to?
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

9.      Let’s consider the subject pretty well closed
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

10.  The entire male population of the village, was in love with her
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

11.   I only decided to come at the last minute
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase
12.  You can go if you want
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

13.  Josh saw a strange woman on the bus
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

14.  We knew we were totally lost
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

15.  I am very interested in modern Chinese poetry
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase
16.  I have forgotten my umbrella
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

17.  We were utterly exhausted
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

18.  Fifa stretched out her arm very slowly
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

19.  Several trees has blown down in the storm
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase
20.  I waited anxiously for her reply
What kind of phrase that underline word?
a.       Prepositional phrase
b.      Adjective phrase
c.       Noun phrase
d.      Adverb phrase
e.       Verb phrase

ESSAY
Choose the head of these text!
1.      My uncle will definitely be here, though
2.      This duty is very easily
3.      A great big kiss
4.      To whom should I address my remarks?

















KEY
MULTIPLE CHOISE!
1.      A                     6. D                 11. D               16. E
2.      B                     7. E                  12. E                17. B
3.      A                     8. A                 13. A               18. D
4.      B                     9. B                 14. B               19. E
5.      C                     10. C               15. C               20. A


ESSAY!
1.      Be
2.      Easily
3.      Kiss
4.      To

















DAFTAR PUSTAKA

Davidson, George, Phrases, Clauses and Sentences