Download A CONTRASTIVE ANALYSIS BETWEEN ENGLISH AND ARABIC

A CONTRASTIVE ANALYSIS BETWEEN ENGLISH AND
ARABIC RELATIVE PRONOUNS
A GRADUATING PAPER
Submitted to the Board of Examiner as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
in English Department of Educational Faculty
Written by:
AKHMAD ALI AFFANDI
NIM. 113 07 130
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
SALATIGA STATE INSTITUTE FOR ISLAMIC STUDIES
2011
i
MINISTRY OF RELIGION AFFAIR
STATE ISLAMIC STUDIES INSTITUTE (STAIN) OF SALATIGA
Jl. Tentara Pelajar 02 Telp(0298) 323706, 323433 Fax 323433 Salatiga 50721
Website: www.stainsalatiga.co.id Email: [email protected]
DECLARATION
"In The Name of Allah the Most Gracious and the Most Merciful"
Hereby the writer fully declares that this graduating paper is composed by
the writer herself, and it does not contain materials written or having been
published by other people; except the information cited from references.
The writer is capable of accounting for this graduating paper if in the
future this graduating paper is proved of containing others' ideas, or in fact, the
writer imitates the others' graduating paper. This declaration is made by the writer
and the writer hopes that this declaration can be understood.
Salatiga, August 15th , 2011
The writer
AKHMAD ALI AFFANDI
NIM: 11307130
ii
MINISTRY OF RELIGION AFFAIR
STATE ISLAMIC STUDIES INSTITUTE (STAIN) OF SALATIGA
Jl. Tentara Pelajar 02 Telp(0298) 323706, 323433 Fax 323433 Salatiga 50721
Website:www.stainsalatiga.co.id Email: [email protected]
Salatiga, August 15th, 2011
Ari Setiawan, MM.
The Lecturer of Educational Faculty
State Islamic Studies Institute of Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case : Akhmad Ali Affandi’s Graduating Paper
Dear
The Rector of State Islamic
Studies Institute of Salatiga
Assalamu’alaikum, Wr. Wb.
After reading and correcting Akhmad Ali Affandi’s Graduating Paper entitled “A
Contrastive Analysis between English and Arabic Relative Pronouns”. I have
decided and would like to propose that if it could be accepted by educational
faculty. I hope it would be examined as soon as possible.
Wassalamu’alaikum, Wr. Wb.
Consultant,
ARI SETIAWAN, MM
NIP. 19751004 200312 1 002
iii
MINISTRY OF RELIGION AFFAIR
STATE ISLAMIC STUDIES INSTITUTE (STAIN) OF SALATIGA
Jl. Tentara Pelajar 02 Telp(0298) 323706, 323433 Fax 323433 Salatiga 50721
Website: www.stainsalatiga.co.id Email: [email protected]
STATEMENT OF CERTIFICATION
A CONTRASTIVE ANALYSIS BETWEEN ENGLISH AND
ARABIC RELATIVE PRONOUNS
Written by:
AKHMAD ALI AFFANDI
NIM: 11307130
Has been brought to the board of examiners in September 09, 2011 and hereby
considered to completely fulfillment of the requirement for the degree of Sarjana
in English and Education Faculty.
Head
Board of Examiners
: Prof. Dr. H. Muh. Zuhri, M.A.
Secretary
: Setia Rini, M. Pd.
st
1 Examiner : Dr. H. Sa’adi, M. Ag.
2 nd Examiner : Hanung Triyoko, M. Hum., M. Ed.
3 rd Examiner : Hammam, M. Pd
Salatiga, September 20th, 2011
Head of STAIN Salatiga
Dr. Imam Sutomo, M. Ag
NIP. 19580827198303 1002
iv
MOTTO
Zeal is a volcano, the peak of which the grass
of indecisiveness does not grow.
You have to endure caterpillars if you want to see butterflies
(Antoine De Saint)
v
DEDICATION
This graduating paper is whole heartedly dedicated to;
1.
My beloved father (Subaidi Alm.) and my beloved mother (Hj. Atmirah),
who has support, trust, finance, encouragement and everlasting prayer.
2.
My beloved sister and brother; Mas Dill-Mbak Alfi, Mas Rus-Mbak Shol,
Mas Askan-Mbak Zul, and Mas Mad-Mbak Ani, thanks for your kindness,
togetherness and your prayer.
3.
My beloved nephews and nieces; Dani Bima Mala, Gigix Sahara, Putra
Widya, Nia Eno, who always make me smile and happy.
4.
My friends in TBI 07, especially TBI-E.
5.
My friends and my partners Nukha, Enbe, Ana, Yuzdi, Mas Doel and Mbak
Ul, thanks for your support, and everything which you gave for me.
6.
My best friends; Anwar, Trimanto, Vina, Kembar & friends, and Nana Silvia
(Alm). I hope our friendship will never end.
7.
All STAIN Salatiga lecturers, especially for those who have taught in my
class.
vi
ACKNOWLEDGENMENT
In the name of Allah, the most gracious, the most merciful, the lord of
universe, because Allah, the writer could finish this graduating paper as one of the
requirement for Sarjana Pendidikan Islam in English Department of Educational
Faculty of the State Islamic Studies Institute (STAIN) Salatiga in 2011.
Secondly, peace and salutation always be given to our Prophet
Muhammad SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without supports, guidance,
advice, help and encouragement from individuals and institution, and She
somehow realizes that this is an appropriate moment for her to deepest gratitude
to:
1. Dr. Imam Sutomo, M. Ag, the rector of STAIN Salatiga.
2. Mr. Suwardi, M. Pd., as a chief of Education Faculty.
3. Mrs. Maslihatul Umami MA, as a chief of English Department.
4. Mr. Ari Setiawan, MM, the consultant of this graduating paper. The one
always ready to solve problems concerning, knowledge, wisdom, attention, and
kindness.
5. All lecturers of TBI for giving good skill and education.
6. His beloved parents, his sisters, and his brother for their endless prayer,
understanding, and love in my life.
7. All of students of TBI 07 especially TBI-E, who always give him motivation
and solution.
The Writer
vii
ABSTRACT
Affandi, Akhmad Ali. 2011. “A Contrastive Analysis between English and Arabic
Relative Pronouns. A Graduating Paper. Educational Faculty. English
Education Program. Salatiga State Institute for Islamic Studies. Counselor:
Ari Setiawan, MM.
Keywords: Contrastive, Analysis, Relative Pronoun
This paper describes expressions using relative pronouns. It is used to
make interesting and variety in sentence. There are two statements of the problem
proposed in this graduating paper, they are: 1) What are the similarities of
Relative Pronouns in English and Arabic? 2) What are the differences between
English and Arabic Relative Pronouns? In this thesis the writer used a descriptive
and contrastive analysis method. In descriptive method, it is used to analyze the
data according to real fact of the data. Contrastive analysis method is a work
procedure of language activities comparing the structure of two languages and
identifying their differences. After investigating the English and Arabic Relative
Pronouns, the writer finds out some conclusion as follows: 1) The similarities of
Relative Pronouns between English and Arabic in composition and the function in
the sentence, 2) the differences of Relative Pronouns between English and Arabic,
are: The kind of conjunctions, numbers and genders, dual and plural, person and
thing, shilah, changing the form to suit antecedent, and omission.
viii
TABLE OF CONTENT
TITLE…………………………………………………………………………
i
DECLARATION…………………………………………………………….
ii
ATTENTIVE CONSELOR NOTES…………………………………………
iii
STATEMENT OF CERTIFICATION……………………………………….
iv
MOTTO………………………………………………………………………. v
DEDICATION……………………………………………………………….
vi
ACKNOWLEDGEMENT…………………………………………………… vii
ABSTRACT………………………………………………………………….. ix
TABLE OF CONTENT………………………………………………………
x
CHAPTER I INTRODUCTION
A. Background of the Study…………………… ……………………… 1
B. Limitation of the Problem …...…………………………………….
3
C. Statement of the Problem ...………………………………………… 4
D. Objective of the Study…….………………………………………
4
E.
Benefit of the Study…………….…………………………………...
4
F.
Definition of Key Terms…………………………………………….
5
G. Literature Review of the Study……………………………………..
7
H. Research Methodology………………………… ………….. ……...
9
I.
Thesis Organization…………………………………………………
CHAPTER II THEORITICAL FRAMEWORK
A. Nature of Contrastive Analysis……………………….. ….........
ix
12
13
1.
Definition of Contrastive Analysis ……………............ ……..
13
2.
Theory of Contrastive Analysis………………………………..
14
3.
Contrastive Analysis Methodology…………………………….
16
4.
Contribution of Contrastive Analysis…………………….. …..
17
B. Definition of Pronuons …...………………………………... ……...
18
1.
Personal Pronouns ..... ……………………………………........
18
2.
Possessive Pronouns ….....……………………………………..
20
3.
Reflective Pronouns ...................................................................
21
4.
Demonstrative Pronouns ............................................................. 22
5.
Interrogative Pronouns ...............................................................
23
6.
Relative Pronouns ......................................................................
23
7.
Indefinite Pronouns ...................................................................
24
8.
Reciprocal Pronouns ..................................................................
28
C. Relative Pronouns ............................. ...……………………………
28
CHAPTER III DISCUSSION OF ENGLISH AND ARABIC RELATIVE
PRONOUN
A. English Relative Pronouns……………… ………………………… 30
1.
Relative Pronoun explains a person …………………………...
31
2.
Relative Pronoun explains a thing……………………………...
30
3.
Relative Pronoun explains time, place, or reason……… …….. 35
B. Arabic Relative Pronoun (isim maushul)……………………………….
a.
37
Kind of Ism Maushul………………………………………………..
38
a. Ism Maushul Mukhtash………………………………...............
38
x
b. Ism Maushul Musytarak………………………………………….
39
c. Arabic Relative Pronoun explains time, place, or reason ......
40
The connect things with Isim Maushul……………………………
41
a. Shilah ………………………………………………………………
41
b. Dhomir ‘Aid…………………………………………………
43
CHAPTER IV ANALYSIS OF ENGLISH AND ARABIC RELATIVE
PRONOUN
A. Similarities of English and Arabic Relative Pronoun ……………...
46
1. Composition of Sentence ……………………………………….
46
2. The function …………………………………………………….
46
b.
B. Differences of English and Arabic Relative Pronoun ……………… 47
1. Conjunction ……..............……………………………………… 47
2. Numbers and Genders ………………………………………….. 49
3. Dual and Plural …………………………………………………
50
4. Shilah …………………………………………………………………..
51
5. Person and Thing ……………………………………………….
51
6. Changing the Form to Suit Antecedent ………………………… 52
7. Omission ………………………………………………………..
52
CHAPTER V
CLOSURE
A. Conclusion ………………………………………………………….
54
B. Suggestion ………………………………………………………….. 55
BIBLIOGRAPHIES
CURRICULUM VITAE
APPENDIXES
xi
LIST OF TABLE
TABLE 2.1
Personal Pronouns ..................................................................
20
TABLE 2.2
Possessive Pronouns ..............................................................
21
TABLE 2.3
Personal, Possessive, and Relative Pronouns ......................... 22
TABLE 2.4
Indefinite Persons or Things ..................................................
24
TABLE 3.1
Isim Maushul Mukhtash……………………………………
38
TABLE 3.2
Isim Maushul Musytarak…………….. …………………… 39
TABLE 4.1
Example of English and Arabic Relative Pronouns………
45
TABLE 4.2
Numbers and Genders………………………… ………….
49
xii
CHAPTER I
INTRODUCTION
A.
Background of the Study
Grammar is vital in the language system. Several languages in the
world actually have different grammar. Definition of grammar In “English
Grammar and English Grammars” is a set of statements about some
language, a description of different kinds of units occurring in that language
and of the different ways in which those units are combined to form
sentences and other construction (Allen, 1972: 69). Grammar is a theory of
language, how language puts together and how it works. Thus, study of
grammar helps to understand how the text works. It also helps
writers/speaker to make sentences and paragraphs clear, interesting, and
precise. Knowing grammar means finding out that all languages and all
dialects follow grammatical patterns.
The most important inevitable thing when learners talk about
grammar is sentence. Because grammar is related with the sentence,
grammar studies the structure of the sentence. Sentence is one part of
paragraph that has meaning. According to Allen (1972:3) sentence is a
group of words which expresses a complete though. Sentence is a unit of
written language.
Sentence is a collection of word or sound. It is divided according to
the function in each word. Traditional grammar classifies words based on
1
eight parts of speech: the verb, the noun, the pronoun, the adjective, the
adverb, the preposition, the conjunction, and the interjection.
In this research, the writer analyzes the use of relative pronouns. A
pronoun is one of parts speech, but this research only focuses on the relative
pronouns. In grammar, relative is referring to earlier noun, pronoun,
sentence, or part of sentence. Meanwhile pronoun is a word that takes the
place of a noun (Frank, 1972:20). Relative pronouns refer to noun
antecedents which immediately precede them. They introduce adjective
clause in which they serve as subjects or objects (Frank, 1972:21). It is
possible to combine two sentences to form one sentence containing a
relative pronoun.
English is one important language used by people all over world. In
fact, English is a language used for international communication that
borrowed by the British colonies and dominion. In almost every country in
world, English is taught in school as major second or foreign language.
Mastering English means that we can understand so many sciences in
English literature.
Meanwhile, Arabic is also one of important language. As the
language of Holy Quran, Arabic is familiar throughout Moslem in the
world. It is proven by the fact that in the sense of daily religious activity. In
Indonesia, Islamic schools such as MI (Madrasah Ibtidaiyyah/ Islamic
Elementary School), MTs (Madrasah Tsanawiyah/ Islamic Junior High
School), MA (Madrasah Aliyah/ Islamic senior High School), Islamic
2
boarding school, and Islamic college made the English and Arabic as a
second language on the subject. Even at an Islamic boarding school is
requiring students to speak English and Arabic in everyday conversations.
Within this common usage, there is role shared between Arabic and
English. The two languages are also conceived as the main medium thought,
which many subject are learned.
According to Nababan (1993:124), contrastive analysis describes
about comparison of languages from different languages. The way used by
taking common characteristics of the language system and structure.
Starting from this point of this study, the writer assumes that
English and Arabic language have some differences and similarities in
aspects. Most of students who study languages usually have the difficulties,
especially for students of Islamic schools or boarding school who learn two
languages, English and Arabic. So, in the thesis paper, the writer analyzes
two languages, English and Arabic. The writer take a title A
CONTRASTIVE ANALYSIS BETWEEN ENGLISH AND ARABIC
ADJECTIVE CLAUSES IN DAILY SPOKEN COMMUNICATION.
B.
Limitations of the Problem
There are many kinds of general pronouns, they are: personal
pronouns, reflexive pronouns, demonstrative pronouns, interrogative
pronouns, relative pronouns and, reciprocal pronouns. In this study, the
writer limits the study in order that the readers do not get misunderstanding.
3
The writer compares both English and Arabic and focuses on the usage of
relative pronouns in clause or sentence. The words or conjunctions of
relative pronouns are who, whom, whose, which, that, when, and where.
While in Arabic called Ism Maushul, they are:
‫ انالء‬,ً‫ انالئ‬,‫ انالد‬,ً‫ انالر‬,ٍٍ‫ انهز‬,ٌ‫ انهزب‬,ً‫ انز‬,‫ االنى‬,ٌٍ‫ انز‬,ٌٍ‫ انهز‬,ٌ‫ انهزا‬,‫انزي‬
C.
Statement of the Problem
For the description of the case above, the writer finds out some
problems that related with the title, those are:
1. What are the similarities of relative pronouns in English and Arabic?
2. What are the differences between English and Arabic relative pronouns?
D.
Objectives of the Study
The objectives of this study are:
1. To find out the similarities of relative pronouns in English and Arabic.
2. To find out the differences between English and Arabic relative
pronouns.
E.
Benefit of the Study
The writer hopes that the thesis can be useful for everyone who
wants to develop his/her knowledge, especially for Islamic school that teach
English and Arabic language. By comparing those relative pronouns,
English and Arabic, the writer also hopes that the result of the study will be
4
useful for the teachers and students. For the teacher, the result can be
studied. So, they could know the grammatical element of English and
Arabic by recognizing the diversities and similarities of both languages. For
students, the results can serve of comparative study between English and
Arabic, so they can learn them easier.
F.
Definition of Key Terms
To understand this study easier, the writer gives some description
and explanation about key term. They are following in this line:
1.
Contrastive Analysis
a.
Contrastive is adjective taken from the word contrast. A contrast
means to compared one thing another, so the differences are made
clear, showing the differences when compared. Webster
(1981:496) says that Contrastive in linguistic is a branch of
linguistics concerned with show the differences and similarities in
the structure of at least two languages or dialects. So, the meaning
of contrastive is showing the differences between two things that
differ from one another.
b.
Analysis derived from analyze that has meaning to examine or
study, especially by separating something into its part (Webster,
1981:13). It is separation into parts possibly with comment and
judgment instance of the result of doing.
5
c.
Contrastive Analysis proposed by Tarigan (1990: 2) is a work
procedure of language or language activities that by comparing
the structure of L1 and L2 or any language and identifying their
differences the two languages. It can be used to study interface
coming from the students’ native language in learning foreign
language or target language. Contrastive analysis used to predict
the students’ error in learning foreign language or target language.
The differences of each language items between native and target
language will make them easy to learn the target language.
2.
Relative Pronoun
a.
Relative is considered in relation. In grammar, relative is referring
to earlier noun, pronoun, sentence, or part of sentence (Webster,
1981: 1916 )
b.
Pronoun is a word that takes the place of a noun (Frank, 1972:20).
Pronoun can be in one of three cases; subject, object, or
possessive. It is pro-form which functions like a noun and
substitutes for a noun or noun phrase.
c.
Relative pronouns refer to noun antecedents which immediately
precede them. They introduce adjective clause in which they serve
as subjects or objects (Frank, 1972:21). It is possible to combine
two sentences to form one sentence containing a relative pronoun.
6
d.
The words or conjunctions that used in English relative pronouns
are who, whom, whose, which, that, when, and where. While in
Arabic called Ism Maushul, they are :
‫ انالء‬,ً‫ انالئ‬,‫ انالد‬,ً‫ انالر‬,ٍٍ‫ انهز‬,ٌ‫ انهزب‬,ً‫ انز‬,‫ االنى‬,ٌٍ‫ انز‬,ٌٍ‫ انهز‬,ٌ‫ انهزا‬,‫انزي‬
G.
Literature Review of the Study
The writer thinks reviewing books and article or the subjects related
to the topic of the study is very necessary. Therefore, this study has been
presided by some explanation sources in information about language,
grammar, nahwu and sharaf, sentence, and relative pronouns.
1.
Language
Language, for the linguist, is from; sounds, letters, their
combination into larger unit, such as words, sentences and forth. All
language are systematic, both in permissible combinations of language
sounds and in the combination of meaningful elements of language
(Dinnen, 1967:6). The language is a code of communication. In the
human life, language has as important meaning in society and its’
surrounding. By using language people are able to express their ideas
and feelings.
2.
Grammar
Grammar is technical knowledge of the language generally employed
by writers. It is the rules of a language set out in a terminology, which
is hard to remember, which many exceptions appended to each rule.
Grammar is a set of statements about some language, a description of
7
different kinds of units occurring in that language and of the different
ways in which those units are combined to form sentences and other
construction (Allen, 1972: 69).
3.
Nahwu and Sharaf
Nahwu and sharaf are basic knowledge, which has strategic character.
They are stated to be strategic, because by mastering this knowledge,
both theories and practice we will be able to read correctly and
understand them well (Fahmi, 1999: X). Nahwu means arranging words
and determination the grammatical structure of a sentence. While
Sharaf deals with the word itself, in term of changing from its original
root into another word. It means all types of one word; one word can be
verb, adjective, adverb, and noun according to the meaning of the
sentence.
4.
Sentence
Sentence is a collection of word or sound. Sentence is divided
according to the function in each word. According to Allen (1972:3) it
is a group of words which expresses a complete thought. Sentence is an
independent linguistic form, not included by virtue of a grammatical
construction in any larger linguistic form.
5.
Relative pronoun
a.
Relative is considered in relation. In grammar, relative is referring
to earlier noun, pronoun, sentence, or part of sentence (Webster,
1981: 1916)
8
b.
Pronoun is a word that takes the place of a noun (Frank, 1972:20).
Pronoun can be in one of three cases; subject, object, or
possessive. It is pro-form which functions like a noun and
substitutes for a noun or noun phrase.
c.
Relative pronouns refer to noun antecedents which immediately
precede them. They introduce adjective clause in which they serve
as subjects or objects (Frank, 1972:21). It is possible to combine
two sentences to form one sentence containing a relative pronoun.
H.
Research Methodology
1.
Type of Research
This research is literary research. The writer finds out some
reference and resource from the books. Moreover, the writer uses the
descriptive qualitative method explaining the contrastive analysis
between English and Arabic relative pronouns. Descriptive means the
quality of representing (Azwar; 2010: 6). According to John and James
(1982:32), qualitative refers to the meaning, the definition or analogy
or model or metaphor characterizing something. Qualitative research
deals with the meaning of thing and one view of meaning is
associative.
9
2.
Data Collection
a.
Data
The writer uses literary research, which uses books and
literary resource to find out clarification of the case study. So, the
data of this research are English and Arabic relative pronouns.
b.
Data Sources
These are the data sources which support and complete
the primary data. In this research, the writer collected from books,
both English and Arabic contained the materials related to the
subject matters of this thesis, such as:
1)
Modern English: practical reference guide by Marcella
Frank said that the function of relative pronouns is to
modify a preceding noun or pronoun. She called the type
of relative pronouns according to the antecedent that the
introductory word refers to.
2)
A Practical English Grammar by A.J. Thompson and
Martinet said that defining and non-defining relative
pronouns; person or things.
3)
Guide to Patterns and Usage in English by A.S. Hornby
said that how to propose relative pronoun in a sentence. It
explains the using of conjunction of relative pronouns,
such as; who, whom, whose, which, that, and conjunctions
of relative adverb; where, when, why.
10
4)
Ilmu Nahwu & Sharaf 3 (Tata Bahasa Arab) by Akrom
Fahmi, said that Al maushul means this is connected or
related to. It is a word which a get along to a word or a
sentence with sub sequence sentence.
5)
Alfiyah Ibn Malik by Muhammad Jamaluddin bin Addullah
bin Malik al-Andalusy describe how to use ism maushul,
the words of ism maushul, such as:
,ٍٍ‫ انهز‬,ٌ‫ انهزب‬,ً‫ انز‬,‫ االنى‬,ٌٍ‫ انز‬,ٌٍ‫ انهز‬,ٌ‫ انهزا‬,‫انزي‬
‫ انالء‬,ً‫ انالئ‬,‫ انالد‬,ً‫انالر‬
3.
Data Analysis
a.
Descriptive Method
Descriptive Method is method that is used to analyze the
data according to the real fact of the data. In this research, the
writer describes the definition of relative pronouns more details.
After describing the data above, the writer explains
English relative pronouns, such as; the function of relative
pronouns in the sentence or the type of relative pronouns, and
explains Arabic relative pronouns, too. The last step of this
method, the writer analyzes between English and Arabic relative
pronouns according to the data and finds out the similarities and
differences between both languages and takes the conclusions.
11
b.
Contrastive Analysis Method
Contrastive analysis is a work procedure of language
activities comparing the structure of first language and second
language or any language and identifying their differences from
the two languages. It is used to know the differences and
similarities of thing, people, ideas, or procedures. So, the
contrastive analysis is considering as the comparison of the
structure of language to determine the point of differences of the
source of the difficulty in the learning target.
I.
Thesis Organization
As guidance for either writer or reader on whole content of the thesis,
the writer needs to set up thesis outlines as follows:
Chapter one is introduction which consist of background of the
study, limitations of the problem, statement of the problem, objectives of the
study, benefit of the study, definition of key terms, literature review of the
study, research methodology, and thesis organization. Chapter two is
theoretical framework. It consists of nature of contrastive analysis,
definition of pronouns, and relative pronouns. In Chapter three, the writer
shows discussion of English and Arabic relative pronouns. Whereas in
chapter four is discuss about analysis between English and Arabic relative
pronouns that consist of similarities and differences of them. The next
chapter is closure. It consists of conclusions and suggestions. The last
present is bibliography and appendixes.
12
CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the writer will present some theories relate to this study,
these are theories underlying contrastive analysis, pronouns, and relative pronouns
A.
Nature of Contrastive Analysis
Languages that used by people in a society sometimes are
different, even though are have similarity. For instance, the language that
used by Arabian people is quiet different with language of American people.
The learners may know these possibilities of two languages through
comparing and contrasting of them. One of ways is by using contrastive
analysis method.
1.
Definition of Contrastive Analysis
Contrastive is adjective taken from word contrast. A contrast
means to compare one thing to another, so the differences are made
clear, showing the differences when compared. Analysis derived from
to analyze that has meaning to examine or study, especially by
separating something into its part (Webster, 1981: 91). So, the meaning
of contrastive analysis is one procedure to compare one thing and
examine or study the thing in order to get a clearly different.
The differences of L1 and L2 in learning are identified by
comparing the two languages. Tarigan, (1990: 2) said that contrastive
analysis is a work procedure of language or language activities that
13
used to compare the structure of L1 and L2 or any language and
identify their differences the two languages.
Contrastive analysis is the systematic study of a pair of
languages with a view to identify their structural of differences and
similarities. Moreover, the contrastive analysis can be one way to
compare two languages. It can be made clear in the difference and the
similarities between them. By comparing the objects, the similarities
and differences are made.
2.
Theory of Contrastive Analysis
Contrastive analysis has two aspects, are: linguistic and
psycholinguistic aspect (Tarigan; 1990: 3). Contrastive analysis is an
important branch of applied linguistics; that is an activity which tries to
compare the structure
of the L1 and the L2. The linguistic aspect is
correlation between the problems of two compared languages. When
people want to know the differences between two languages, they must
fulfill several parts. There are three parts can be compare or contrast
that may rise for students in studying the language, such as:
a.
Similarity of structure and forms.
b.
Similarity in translation.
c.
Similarity in structure and translation.
14
According to the parts above, contrastive analysis as the one of
fields in language teaching where the language experts confess in has
quite great contributions in giving favor toward composing the
grammatical education.
In studying a foreign language, the beginners usually get some
difficulties. They are interfered by first language to combine with the
foreign language. In comparing of two languages, there are source
language and target language. Richard (1974:110) said that source
language is L1 that will be translated to L2; it is that acting as a source
of interference (deviation from the norm of the target language).
The case of beginners gives some ideas how to solve the
problem. So, the contrastive analysis can be the answer of the problem.
It is considering as the comparison of the structure of language to
determine the point of differences of the source of the difficulty in
learning target. It is to compare two languages and clarify similarities
and differences of the languages. It can give beneficial contribution for
implementing the direction of language. Contrastive analysis can be a
work a procedure of language activities comparing the structure of L1
and L2 or any language and identifying their differences from the two
languages.
Nababan (1993:127) describes that contrastive analysis has
implication for these several function as follows:
15
a.
To determine the pattern and structure in sentence that must be
emphasized and exercised by students.
b.
To explain why errors in studying second or foreign language
happened.
c.
To give directions or strategy to find out the exact material for the
students.
3.
Contrastive analysis Methodology
In language teaching, teacher and student have important roles
to make a success learning processes. As a teacher, he or she has to
prepare how to teach foreign language to student seriously. He or she
must understand with the capability of the students on the new language
and use the method that sufficient with the student’s ability. Therefore,
the difficulty in mastering certain structure in L2 depended on the
difference between the learners L1 and the language they are trying to
learn. So, as the learners, they must try to improve their capability in
the new language by contrast with L1.
Randal Whitman noted in Brown (1980: 150) that contrastive
analysis has four different procedures.
a.
Describing the structure of two language
b.
Selecting the element of differences and similarities of two
languages
c.
Contrasting the differences of two language
d.
Predicting of error on the basis of the first three procedures
16
4.
Contribution of Contrastive analysis
The purpose of contrastive analysis is to solve the problems
which are faced by teacher and student in learning second language or
foreign language. According to Tarigan (1990:5) contrastive analysis
has some essential contribution in the teaching-learning process. These
may clearly be seen as follows:
a.
Constructing language teaching materials, which are based on the
result of contrasting L1 and L2.
b.
Constructing the system of pedagogical language, which is based
on the linguistic theory, being used.
c.
Arranging the class properly, which the first language is applied to
help in learning the second language.
d.
Presenting the language material directly by:
1) Showing the structural differences between the languages.
2) Showing the structural aspects of the first languages which
cause the possible difficulties or errors in the second language.
3) Suggesting the ways of how to overcome the interference
In this research the writer tries to compare between English and
Arabic relative pronouns to identify their similarities and their
differences.
17
B.
Definition of Pronouns
There are some kinds of pronouns:
1. Personal Pronouns
Personal Pronouns refer to:
a. The speaker, called the first person
1) Singular – I (spelled with a capital letter)
2) Plural – We (includes the speaker and one or more others)
b. The person spoken to, called the second person – You (singular and
plural)
c. The person or thing being spoken of, called the third person.
1) Singulars, they are: he (for male), she (for female), and it (for
thing; also for living creature whose unknown sex to the
speaker.
2) Plural is they (for all live beings and for all things)
Use of subject and object form in personal pronouns, are:
a. You and it present no difficulty as they have the same form for
subject and object.
For example: Did you see the snake?
Yes, I saw it and it saw me.
Did it frighten you?
b. First and third person forms (other than it)
1) I, we, he, she, they can be subject of a verb.
For example:
I see it. He knows you. They live here
18
2) Me, us, him, her, them can be direct objects of a verb.
For example:
I saw her
Tom likes them
The position of pronoun object, are:
a. An indirect object comes before a direct object.
For example: I made Ann/her a cake
I sent Bill the photos
However, if the direct object is a personal pronoun it is more usual
to place it directly after the verb and use to or for.
For example: I made it for her
I sent them to him
b. Pronoun objects of phrasal verbs
With many phrasal verbs a noun object can be either in the middle
or at the end:
For example: Hand your papers in / Hand up your papers
Hang your coat up / Hang up your coat
Take your shoes off / Take of your shoes
Use of it in personal pronoun, are:
a. It is normally used for a thing or an animal whose sex do not know,
and sometimes of a baby or small child.
For example: Where is my map? I left it on the table
Look at the bird. It always comes to my window
Her new baby is tiny. It only weighs 2 kilos.
19
b. It can be used of people in sentences such as:
For example: ANN (on phone): Who is that/ Who is it?
BILL : It is me.
Is that Tom over here?
No, It is Peter.
c. It is used in expression of time, distance, weather, temperature,
tide.
For example: What time is it? It is six
What is the date? It is the third of March
How far is it to York? It is 400 kilometers
How long does it take to get there? It depends on
how you go
TABLE 2.1
PERSONAL PRONOUNS
Singular
Plural
2.
Subject
Object
First person
I
Me
Second person
You
You
Third person
He/She/It
Him/her/it
First person
We
Us
Second person
You
You
Third person
they
Them
Possessive Pronouns
These pronouns cannot precede a noun. Possessive pronouns
replace possessive adjective + noun.
20
Mine
: My + noun; for example: my book
Yours
: your + noun; for example: your pen
Hers
: her + noun; for example: her dress
TABLE 2.2
POSSESSIVE PRONOUNS
POSSESSIVE ADJECTIVES
POSSESSIVE PRONOUNS
My
Mine
Your
Yours
His/her/its
His/hers/its
Our
Ours
Your
Yours
Their
Theirs
Source: Thompson and Martinet (1995:75)
3.
Reflective Pronouns
Relative pronoun is a combination of –self with one of the
personal pronouns. Reflective pronoun generally refers to an animate
being, usually a person the most common use of the reflective
pronoun is an object that ”reflects back” to the subject; in other word,
it has same identify as the subject. Thus, in the sentence The child
hurt himself. Child and himself are identical. Kind of relative
pronouns are: myself, yourself, himself, herself, itself, ourselves,
ourselves, themselves. Note the difference between the second person
singular yourself, and second person plural yourselves.
21
TABLE 2.3
PERSONAL, POSSESSIVE, AND RELATIVE PRONOUNS
Personal Pronouns
Subject
Object
Possessive
Adjective
Pronoun
Reflective
Pronouns
Singular
1st Person
I
Me
My
mine
myself
2nd Person
You
you
Your
yours
Yourself
He
him
His
His
himself
She
Her
Her
Hers
Herself
It
It
Its
1st Person
We
Us
Our
ours
Ourselves
2nd Person
You
you
You
yours
Yourselves
3th Person
They
them
Their
their
theirselves
th
3 Person
Itself
Plural
Source: Frank (1972:29)
4.
Demonstrative Pronouns
Demonstrative pronouns point out someone or something. The
most common demonstrative pronoun are this (plural these) and that
(plural those). Use of demonstrative pronouns, are:
a. This refers to what close at hand, and the nearest to the thought or
person of the speaker.
For example : This book is mine
b. That refers to what is over there, farther away, and more remote.
For example : That book is yours
22
5.
Interrogative Pronouns
Interrogative pronouns introduce direct or indirect question.
Direct question
Who answered the phone?
Indirect question
He asked who had answered the phone.
There are three interrogative pronouns, they are: who (for
person), what (for thing), and which (for a choice involving either
persons or things).
The three interrogative pronouns have generalizing forms,
they are: whoever, whatever, whichever.
For example: Whoever told you to do such a thing?
The pronoun What also introduces exclamations, for
example: What beautiful flowers those are!
What a is used with a singular countable noun. For example
What a beautiful flower that is!
6.
Relative Pronouns
Relative pronouns refer to noun antecedents which immediately
precede them. They introduce adjective clause in which they serve as
subjects or objects (Frank, 1972:21). A relative pronoun is a type of
pronoun that connect two clauses together to form a more cohesive
sentence or clause. In English, the relative pronoun are: who, whom,
whose, which, that, where, and why. A clause of this kind is essential
to the clear understanding of the noun. For example:
23
The man who told me this refused to give me his name.
Who told me this is relative clause. If we omit this, it is not clear
what the man is talking about. Notice that there is no comma
between a noun and defining relative clause (Thompson, 1986:81)
7.
Indefinite Pronouns
Such pronouns refer to indefinite (usually unknown) persons or
things, or to indefinite quantities.
a. Indefinite persons or things.
These pronouns are all singular in form and are used
without noun antecedents. They consist of the following
compounds:
TABLE 2.4
INDEFINITE PERSONS OR THINGS
-body
-one
-thing
Some-
Somebody
Someone
Something
Any-
Anybody
Anyone
Anything
No-
Nobody
No one
Nothing
Every-
everybody
everyone
everything
Source : Frank (1972:23)
The form with no- generally make a sentence negative
rather that the forms with any- or every- plus negative verb.
For example: Nobody is permitted to enter rather than Anybody is
not permitted to enter.
24
However, it is possible to say Not anybody is permitted to
enter, with the special meaning that only certain qualified people
may enter.
b. Indefinite Quantities
They are: all, another, any, both, each, either, few, least,
less, little, a lo (of), lots (of), many, more, most, much, neither,
none, one, other(s), plenty (of), several, some.
All of these pronouns also function as adjective except
none, which has corresponding adjective no (I have no money).
Every is an definite pronoun that functions only as an adjective
(Every man should do his duty). The pronouns with ~ a lot of, lots
of, plenty of may be considered as single unit functioning as
adjectives in the same way that their synonyms much and many
do.
Many grammarians also include the numerals (one, first,
etc) among in the definite pronouns. Although the numeral refers
to definite quantities, they resemble indefinite pronouns in many
ways, especially in their ability t function as adjectives that precede
descriptive adjective.
Some distinctions in the use of indefinite pronouns need to
be pointed out:
25
1) No one – none
No one refers only to persons. None specifies a
quantity and is generally followed by an of phrase. None may
refer to either persons or things.
No one (=no body) passed the examination
None (=not one) of the students passed the examination
2) All, Every, Each, Any
All of these words refer to smaller component within a
larger mass. Each may apply to as few of two items; all, every,
any refer to three or more.
All the students contributed to the fund.
All indicates the totally items. The component units are part of
an unbroken mass.
Every student contribute to the fund
Every gathers the separate items one by one into a whole. The
component units are thought of a having something in
common.
Each student contributed to the fund
Each draws attention to the individual items. The component
units thought of as having separate identities.
Any student may contribute to the fund
26
Any used within a mass signifies indifference to the component
being referred to. It is the equivalent of no matter or no matter
what.
3) Some, Other, Another
Some is generally used with a plural noun or with a
noncountable noun. It represents in an definite amount or
portion. For example:
Indefinite amount: He bought some chairs.
Indefinite portion: He bought some of the chairs.
Some used with a singular noun merely express
indefiniteness in the same way as the article a does.
For example:
I read it in some book.
Or other after a singular noun reinforces the
indefiniteness of some.
For Example:
I read it in some book or other.
Another occurs only with singular noun.
For Example: This pen does not work. I will buy another one
Other is generally used in plural unless it is preceded
by the, this or an indefinite pronoun like some, any, each.
For example: I will have to use our duplicate key. I lose the
other one.
27
8. Reciprocal Pronouns
The reciprocal pronoun indicates that the individual members of a
plural subject mutually react one on the other. The reciprocal pronouns
are each other and one another. For example:
John like Mary
Mary like John
With a reciprocal structure somewhat similar to a reflexive:
John and Mary like each other.
With two antecedents, each would be commodes, but where more than
two are involved, one another is often preferred.
The four children are fond of one another
He put all the books beside one another
C. Relative Pronouns
Relative pronouns refer to noun antecedents which immediately
precede them. They introduce adjective clause in which they serve as
subjects or objects (Frank, 1972:21). Use of relative pronoun is typically
intended to connect two clauses together though a pronoun that allows the
second clause to refer to the first. The relative pronoun is used to explain
noun or pronoun (Wiratno, 2003:109). It describes, identifies, or gives
further information about them. It is signed by who, whom, whose, which,
that, where, and why.
28
1.
Who, Whom, Whose
a. The boy who sat beside me is Anton
b. The girl, whom I talk with English, is my girl friend
c. The man, whose motorcycle is red, is my teacher.
2.
Which, That
They are used to show a thing. For examples:
a. The chair which he broke is being repaired now.
b. The building which the government built fell down last month.
c. The garden that my father was digging yesterday is very wide
3.
When is used to show the time
a. Jony called you last night when you had been sleeping
b. The time when I came in this city was 2007
4.
Where is used to show the place
a. We will meet in this place where we usually on party
b. The place where our father was born is Demak
5.
Why is used to understand why something is done or happened
a. Give me your reason why you will not come to the party
b. My brother has not understood why the Earth is around.
29
CHAPTER III
DISCUSSION OF ENGLISH AND ARABIC RELATIVE PRONOUNS
In this chapter, the writer clarifies the relative pronouns in English and
Arabic. However, the writer explains English relative pronouns and followed by
Arabic relative pronouns.
A.
English Relative Pronouns
A relative pronoun is a type of pronoun that connects two clauses
together to form a more cohesive sentence or clause. In English, the most
common relative pronouns are who, whom, whose, which, that, where, and
why.
Use of relative pronoun is typically intended to connect two clauses
together through a pronoun that allows the second clause to refer to the first.
In this type of phrase, the pronoun is second clause refers to the subject or
object of the first clause, which is called the antecedent. Each clause
connected by a relative pronoun can be out separately, and in joining them
the use of pronoun allows for clearer understanding by a reader.
Relative pronouns introduce relative clauses, which are a type a
dependent clause. Relative clause modifies a word, phrase, or idea modified
is called antecedent. A relative clause tells us about person and thing (or
what kind of person or things). In example, they are
1. The woman who wears black jacket is Sherly (who wears black jacket
tell us which woman or people)
30
2. Here is a book which describes the history of Prophet Muhammad SAW.
(which tell us about thing).
Use of relative pronouns in sentence or clause is presented in the
following:
4. Relative pronoun for a person
a. Who
Who is used in relative clause to substitute person. It gives
explanation for subject in front of it. In a sentence, there is who
necessary to clear the subject function. For example:
1) Azhar, who studies in STAIN Salatiga, is the clever boy.
2) The girl who met me yesterday is Alvie
3) Dr. Sa’adi is a teacher who taught me speaking lecture in the third
semester.
If learners omit relative pronoun in the sentence, it is not
clear what the boy, girl, and a teacher are. It is a function as substitute
of the subject, because who is followed by verb (studies, met, taught).
The learners called who in those clauses is relative pronoun. In
definite sentence, it can be changed by that. In the first sentence, the
relative clause is marked off with commas, so that it cannot be
changed by that. In the second and third sentence are not marked off
by comma, so it can be changed by that. They can be:
1) The girl that met me yesterday is Alvie
31
2) Dr. Sa’adi is a teacher that taught me speaking lecture in the third
semester.
A clause marked off with commas is called Noun defining or
Non Restrictive Clause. A clause which is not marked off by commas
is called a defining or restrictive clause (Hornby, 1975:155)
b. Whom
Whom is used in relative clause to substitute person as an
object and it is followed by new object. This clause gives explanation
to a person as an object. For example:
1) He is a teacher whom she talked with in front of the class yesterday
2) The girl is my friend whom I meet last year
3) The manager whom I wanted to see was away on holiday
In colloquial style, whom can be replaced by who or that, but
it is usually omitted. It can be used with preposition such as from, to,
with, and for. In formal English, the preposition is placed before the
relative pronoun. For example:
1) The girl from whom I borrowed the t-shirt is my sister
2) The man to whom the employment asks reward is the director of
sugar factory.
But in informal speech, it is more usual to move the preposition to the
end of the clause. Then, is it often replaced by that, but it is still move
common to omit the relative altogether (Thompson & Martinet,
1986:82)
32
1) The people whom you met with at the mosque on Friday are
Moslems, or
2) The people that
you met with at the mosque on Friday are
Moslems, or
3) The people you met with at the mosque on Friday are Moslems.
c. Whose
It is used in relative clause as possessive form. It gives
explanation to noun in front of it. It cannot be omitted, although in
defining clause or non-defining clause. It is as conjunction, is to
combine adjective clause and possessive noun. The learners use
whose in relative clause instead of his/her/their, because whose mostly
use for people.
1) A widow is a woman whose husband was dead
2) What was the name of the man whose motorcycle you borrowed
yesterday?
3) Do you know some people whose uniform is red and black?
In the first sentence, whose explains her husband was dead.
Whose in the second sentence explain you borrowed his motorcycle,
and the third sentence informs their uniform is red and black.
33
5. Adjective clause explains a thing
a. Which
Adjective clause uses which to explain a thing. A thing has
function as subject of the sentence. For examples are a book, a pen, a
motorcycle, etc. So, the beneficial of which as conjunction of
substitution of complement in adjective clause, it can give
information about noun in the first part of the sentence. We can see a
sentence by which as conjunction, as follows:
1) The book is mine
2) It was bought last year
The book which was bought last year is mine.
Which in this sentence has function as conjunction of
substitution of complement in the sentence. It gives information that
the book was bought last year.
As the conjunction of substitution of noun, which can be
followed by preposition (by, on, at, with, within, from, into, and in).
But it is more usual to move the preposition to the end of the clause,
using which or omitting the relative together (Thompson & Martinet,
1986). For example:
1) The bread on which I was putting made burnt, (or)
2) The bread which I was putting on made burnt, (or)
3) The bread I was putting on made burnt
34
b. That
In adjective clause, that has functioned as a complement
substitution of conjunction who and whom for conjunction noun in
subject or person with adjective clause. It also can substitute function
and position of which and relates noun as a subject or object in
adjective clause. For example the function of that as substitute of
who, whom, and which. They are:
1) The man who is standing in front of me is a head master
The man that is standing in front of me is a head master
2) The girl whom I love is my little friend
The girl that I love is my little friend
3) The car which is very clean is mine
The car that is very clean is mine
4) The money which I save in the Bank is Rp 2.000.000
The money that I save in the Bank is Rp 2.000.000
6. Relative pronoun to explains time, place, or reason
a. When
When is a conjunction in relative clause that explains form
of time. It can replace in/on which (used time). It is sometimes
replaced by that and is occasionally dropped.
1) She comes to my house when I was in my vacation
2) She comes to my house on which I was in my vacation
35
3) She comes to my house that I was in my vacation
b. Where
Where is used to inform the place. Where in this clause is not
used as interrogative but includes a conjunction. It is a part or relative
adverb. Where may replace a preposition + a relative pronoun. It can
replace in / at which (used of place). It may be preceded by from.
1) The house where they stayed is very narrow
2) The house in which they stayed is very narrow
3) The house from where they stayed is very narrow
c. Why
Relative clause that obtain why, so it means or explains the
reason about something happened and something activity. Why is
used with the noun reason. It may replace for which. Why may be
omitted or an alternative construction may be used for +V ing. When
the noun reason is omitted, why-clause is dependent question. An
infinitive may replace the way-clause after reason and it is often
preferable because it is shorter (Hornby, 1975: 163).
1) I want to know your reason why you did not come to my party last
night
2) I want to know your reason for which you did not come to my
party last night
3) I want to know your reason you did not come to my party last
night
36
4) I want to know your reason for not coming to my party last night
5) I want to know your reason to not come to my party last night
B.
Arabic Relative Pronoun (isim maushul)
Relative Pronoun is called in Arabic a "noun of the connected"
ِ‫انًَْْٕصُ ْٕل‬
‫اِسْ ُى‬
. Being nouns, relative pronouns have the characteristics of
nouns, namely gender, number, and grammatical case. Fahmi (1999:95) said
that Al maushul is the word that connected to. It is a word which a get along
to a word or a sentence with sub sequence sentence. Wherever, these
function to spell out word or the previous sentence. It is applied noun
connecting between previous word / sentence with the next word.
Deporting from these comprehensions, the bases make conclusion
that Ism Maushul is connective word between the previous sentence / word
with the next one. It has meaning “which”. Isim Maushul (Link Word) is the
word which serves to connect a few sentences or main ideas into one
sentence. The example of the use of Isim Maushul in combining the two
sentences:
Sentence I
‫جاء الودزس‬
The teacher comes
Sentence II
‫الودزس ٌدزس العسبٍة‬
The
teacher
teaches
Arabic
Sentence III
‫جاء الودزس الري‬
‫ٌدزس العسبٍة‬
Isim Maushul: ‫ الري‬connects Sentences I and II
37
The teacher who teaches
Arabic comes
1. Kinds of ism maushul
There are two kinds of ism maushul, they are: Mukhtash and
Musytarak.
c.
Ism Maushul Mukhtash
Mukhtash is special. It means that one word is used for a
particular word. Such as, ‫ الري‬is used only for the masculine
singular, can not be used for feminine.
No
Ism Maushul
Mukhtash
Table 3.1.
Isim Maushul Mukhtash
Function/use
1
‫الري‬
For mufrad mudzakkar
2
ً‫الح‬
For mufrad muannats
3
‫اللرا ى‬
‫اللرٌي‬
4
‫اللحا ى‬
‫اللحٍي‬
5
For
mutsanna
mudzakkar marfu’
For
mutsanna
mudzakkar manshub or
majrur
For mutsanna muannats
marfu’
For mutsanna muannats
manshub or majrur
‫الرٌي‬
For jama’ mudzakkar
and person
‫اال لى‬
For jama’ mudzakkar,
both person or thing
38
Example
ٍ‫انزي ٌؤي‬
ٍ‫انزي ْٕيؤي‬
ٍ‫انزً رؤي‬
‫انزً ًْ يؤيُخ‬
ٌ‫انهزاٌ ٌؤيُب‬
ٌ‫انهزاٌ ًْب يؤيُب‬
ٌ‫انهزٌٍ ٌؤيُب‬
ٌ‫انهزٌٍ ًْب يؤيُب‬
ٌ‫انزبٌ رؤيُب‬
ٌ‫انزبٌ ًْب يؤيُزب‬
ٌ‫انهزٍٍ رؤيُب‬
ٌ‫انهزٍٍ ًْب يؤيُزب‬
ٌُٕ‫انزٌٍ ٌؤي‬
ٌُٕ‫انزٌٍ ْى يؤي‬
ٌُٕ‫اال نى ٌؤي‬
ٌُٕ‫اال نى ْى يؤي‬
6
ً‫الال ج‬
For jama’ muannats
‫الال ت‬
For jama’ muannats
ٍ‫انال رً ٌؤي‬
‫انال رً ٍْ يؤيُب د‬
ٍ‫انال د ٌؤي‬
‫انال د ٍْ يؤيُب د‬
ٍ‫انال ئً ٌؤي‬
‫انال ئً ٍْ يؤيُب د‬
ٍ‫انال ء ٌؤي‬
‫انال ء ٍْ يؤيُب د‬
ً‫الال ئ‬
‫الال ء‬
Source: Fahmi (1999:96)
d.
Ism Maushul Musytarak
It means that one word can be used for all the words. Isim Maushul
Musytarak can be used for mufrad, mutsanna, jama’, mudzakkar,
and muannats.
Table 3.2
Isim Maushul Musytarak
No.
Ism Maushul
Functiom/use
Example
Musytarak
1
‫هي‬
‫َجح يٍ اجزٓذ ٔ يٍ اجزٓذ ا‬
For Aqil
‫ٔ يٍ اجزٓذ د ٔ يٍ اجزٓذ رب‬
ٌ ‫ٔ يٍ اجزٓذ ٔا ٔ يٍ اجزٓذ‬
2
‫ها‬
For Ghoiru Aqil
3
‫ال‬
For
‫نفب طًخ يب فى انًحفظخ‬
and
‫جبء انضبسة عًش‬
Ghoiru Aqil, it
‫جبء انًضشٔة عًش‬
Aqil
used
for
ism
fa’il
and
ism
maf’ul
39
‫ذو‬
4
For
Aqil
‫اكشو رٔ اجزٓذ‬
and
Ghoiru Aqil
‫ذا‬
5
For
Aqil
‫ٔرٔ اجزٓذ د‬
and
‫يٍ را فزح انجب ة‬
and
‫جب ء د اي ًْ يعهًزك‬
Ghoiru Aqil
‫اي‬
6
For
Aqil
Ghoiru Aqil
Source: http://arabic.tripod.com July 05, 2011
Note:
a.
b.
c.
d.
e.
f.
g.
e.
Mufrad
Mutsanna
Jama’
Mudzakkar
Muannats
Aqil
Ghoiru Aqil
: singular
: two things or person
: three things or person and more
: masculine
: feminine
: person
: thing
Arabic Adjective clause explains time, place, or reason
In English adjective clause, when giving an explanation of
the
time,
place, and reason, the conjunctions
used
are
when, where, and why. However in the Arabic adjective clause,
they use other conjunction, they are:
1.
when express time (when), Arabic usually uses
‫عُذيب‬
For example : I remember the day when we met firstly.
‫أرزكش رنك انٍٕو عُذيب انزقٍُب أٔل يشح‬
2.
When express place (where), it uses
conjunctions of adjective clause.
40
‫حٍش‬
or keep using
For example
: This is the place where the accident
happened
‫ْزا ْٕ انًكبٌ حٍث ٔقع انحبدس‬
3.
‫ْزا ْٕ انًكبٌ انزي ٔقع انحبدس‬
When express reason (why), the conjunction used is ‫لوا ذا‬.
For Example
: Tell me (the reason) why you come late
‫قم نً (سججب) نًب را جئذ يزبخشا‬
2. The connect things with Isim Maushul
There are two connect things with Isim Maushul namely Shilah
and Dhomir ‘Aid.
a. Shilah
Shilah means connection or relation. Isim Maushul must
possess shilah that called shilah ism maushul. Shilah can be
quantity of jumlah ismiyyah, jumlah fi’liyyah, and syibh jumlah.
The statement of shilah formation, are:
1.
Jumlah ismiyyah.
Jumlah is structure (ordering) from several sentences
(at least two sentences) that has perfect explanation.
Meanwhile Jumlah Ismiyyah is Jumlah/sentence stated from
isim those quantitative elements consist of mubtada’ (subject)
and khobar (predicate). It is a sentence that starts with the
subject (a noun) and the predicate follows. The subject can be
41
a noun, a pronoun, a demonstrative, or a relative clause. For
example:
‫اكشيذ انزٌٍ هن هعلوىى‬
I commanded respect for the people who teach
2.
Jumlah Fi’liyyah
Jumlah Fi’liyyah a sentence that starts with the verb
and the subject follows. The subject can be a noun, a
pronoun, a demonstrative, or a relative clause. It is sentence
that quantity stated with fi’il, both fi’il madhi, fi’il mudhori’,
fi’il amar, and fi’il nahi (Fahmi, 1999: 97). It elements
consist of fi’il (predicate), fa’il (subject), and maf’ul bih
(object). The defining property of Jumlah Fi’liyyah is that the
verb precedes the subject. For example:
‫ساٌذ انٕنذ انزي ٌقسا محابه‬
I saw the boy who reads his book
3.
Syibh Jumlah (phrase)
Syibh Jumlah is composite words that composition
consists of jar majrur or dhorof madhruf. For example:
‫ساٌذ يٍ فً دازك‬
I saw people in your house
42
b. Dhomir ‘Aid
Dhomir ‘Aid means reverting dhomir, each shilah isim
maushul has to scope the referring isim dhomir and this fits with
isim maushul concerning about these thing, this can be explained
for details:
1.
When isim maushul ‫الري‬, the shilah must contain ‫هى‬
2.
When isim maushul ‫ اللراى‬or ‫اللر ٌي‬, the shilah must contain
‫هوا‬
3.
When isim maushul ‫ الرٌي‬or ‫اال لى‬, the shilah must contain
‫هن‬
4.
When isim maushul ً‫الح‬, the shilah must contain ً‫ه‬
For understanding isim maushul and shilah with dhomir
‘aid, pay attention these example:
‫جاء الودزس الري ٌدزس العسبٍة‬
(The teacher who teaches Arabic comes)
‫جاء‬
: fi’il madhi (or predicate)
‫الودزس‬
: fa’il (subject)
‫الري‬
: maushul
‫ٌدزس‬
: shilah maushul
‫العسبٍة‬
: maf’ul bih (object)
43
The word ‫( الودزس‬the teacher) is masculine singular form.
The next sentence is to explain who is
‫?الودزس‬
applied isim maushul is for masculine singular
sentence
‫ٌدزس‬
Therefore, the
‫الري‬. Meanwhile,
is shilah maushul jumlah fi’liyyah that contents
dhomir masculine singular
ْٕ. It called dhomir ‘aid.
Sometimes, there is a sentence with isim maushul, in which the
antecedent is absent, but still understood. For example:
ٌ‫انزي دَسَسًَُ انعَشثٍَخ َ اُسزبرٌ صذقب‬
Originally, this sentence is:
.ٌ‫(األسزبر ُ) انزي دَسَسًَُ انعَشثٍَخ َ اُسزبرٌ صذقب‬
(The teacher) who teaches me Arabic is Ustad Shidqon
44
CHAPTER IV
ANALYSIS OF ENGLISH AND ARABIC ADJECTIVE CLAUSES
In this chapter, the writer analyzes the data. Suitable with the purpose
of contrastive analysis is to find out the similarities and differences of the
language, the writer analyzes English and relative pronouns which the writer
studied and discussed the research finding. Relative pronouns in English include
who, whom, whose, which, what and that. Relative pronoun links two clauses into
a single complex clause.
Table 4.1.
Examples of English and Arabic Relative pronouns
English Adjective Clauses
1.
Arabic Adjective Clauses
ً‫انفزبح الحً جقف أهاهً ًْ صذٌقز‬
The girl who is standing in
front of me is my friend
2.
‫أهام‬
He is a teacher whom Umar
‫ْٕ انًعهى الري جحدثه عوس‬
talked in front of the class
‫الطبقة أهش‬
yesterday
3.
‫اانششطخ ْٕ انشخص الري لدٌه الحزام‬
Police is a man whose
obligation is to keep others
4.
‫للحفاظ على الجوهىز‬
The books which bought by
‫انكزت الحً اشحسٌحها ْٕ انكزت انجٍذح‬
you are good books
5.
ْٕ ‫انًبل الري احفظها فً البنل‬
The money that I save in the
Bank is Rp 2.000.000
6.
‫ سٔثٍخ‬2.000.000
‫عندها منث‬
She comes to my house
when I was in my vacation
ً‫ًْ رأرً إنى يُزن‬
ً‫فً عطلح‬
45
7.
‫انفُذق الري ا قاهىا فٍه ْٕ انفبخشح جذا‬
The hotel where they stayed
is very luxury
8.
‫جأجً الى‬
I want to know why you did
‫لواذا لن‬
not come to my house last
.‫هنزلً فً اللٍلة الواضٍة‬
night.
A.
‫أسٌذ أٌ أعشف‬
Similarities of English and Arabic Relative Pronouns
1.
Composition of Sentence
English and Arabic have relative pronoun that similar in
composition of sentence. Based on their position both English and
Arabic relative pronoun has their own function in the sentence.
English:
Rina hits John whom she met last year
S
P
O
Adj. clause
Arabic:
ً‫سٌُب ضشثذ جٌٕ انزي انزقذ ثّ فى انعبو انًبض‬
Adj. clause
2.
O
P
S
The Function
English and Arabic relative pronoun have same function in
completing and making clear a sentence. For example:
English:
a) The girl who is standing in front of the class is my friend
Who is standing in front of the class is relative clause that
completes and makes clear the sentence: Girl is my friend
46
b) The man is my friend whom I met last year
Whom I met last year
is adjective clause that completes and
makes clear the sentence: The man is my friend
Arabic:
a)
ً‫انفزبح انزً دقف أيبو انطجقخ ًْ صذٌقز‬
‫انزً رقف ايبو انطجقخ‬
is Arabic adjective clause that completes
and makes clear the sentence ً‫صذٌقز‬
b)
ًْ ‫انفزبح‬
ً‫انشجم ْٕ صذٌقً انزي انزقٍزّ فً انعبو انًبض‬
ً‫انزي انزقٍزّ فً انعبو انًبض‬
is adjective clause in Arabic
that completes and makes clear the sentence ً‫صذٌق‬
B.
ْٕ ‫انشجم‬
Differences of English and Arabic Relative Pronouns
1.
Conjunction
In English, relative pronoun uses several kinds of
conjunction. They are who, whom, whose, which, that, when, where,
and why. Who, whom, whose are to explain a person. Which and that
are used to explain a thing. When is stand for time, Where for place,
and why is reason.
In Arabic, adjective clause is called by Ism Maushul. It uses
‫ انالد‬,ً‫ انالر‬,ٍٍ‫ انهز‬,ٌ‫ انهزب‬,ً‫ انز‬,‫ انهزاٌ انهزٌٍ انزٌٍ االنى‬,‫انزي‬
47
‫ انالء‬,ً‫انالئ‬
as
connector
or
conjunction.
Each
isim maushul have different uses in explaining sentence based on
masculine, feminine, singular, plural, person, and thing. However,
‫هي ها ال ذو ذا اي‬
maushul musytarak
are equal uses in
masculine, feminine, singular, and plural sentence, but different in
person and thing (Malik;____:22). In English relative pronouns,
when giving an explanation of the time, place, and reason, the
conjunctions
used
are
when, where, and
why.
However in
the Arabic adjective clause, they use other conjunction, they are:
4. when express time (when), Arabic usually uses
‫عُذيب‬
For example : I remember the day when we met firstly.
‫أرزكش رنك انٍٕو عُذيب انزقٍُب أٔل يشح‬
5. When express place (where), it uses
‫حٍش‬
or keep using
conjunctions of relative pronouns.
For example : This is the place where the accident happened
.‫ْزا ْٕ انًكبٌ حٍش ٔقع انحبدس‬
‫ْزا ْٕ انًكبٌ انزي ٔقع انحبدس‬
6. When express reason (why), the conjunction used is ‫ذا‬
‫لوا‬.
For Example : Tell me (the reason) why you come late
‫قم نً (سججب) نًب را جئذ يزبخشا‬
48
2. Numbers and genders
In English, "that" is used for both humans and nonhumans.
There is a similar word in Arabic (maushul Mukhtas), but it will have
to change to modify different numbers and genders as follows (table
4.2)
Table 4.2.
Numbers and Genders
General Relative Pronouns
Who, Whom, Which, That
‫انزي‬
Masculine
ً‫انز‬
Feminine
Singular
ٌ‫انهزا‬
Masculine (subject)
ٌٍ‫انهز‬
Masculine (object)
ٌ‫انهزب‬
Feminine (subject)
ٍٍ‫انهز‬
Feminine (object)
ٌٍ‫انهز‬
Masculine
Dual
Plural:
Three and more
‫االنى‬
ًْ‫انالَّ ِر‬
Feminine
ًْ‫انالَّ ِئ‬
ً
ْ ‫انهََّٕاْ ِر‬
Source: http://arabic.tripod.com July 05, 2011
49
These are the major relative pronouns in Arabic. The only caseinflected ones are the dual adjective clauses. Each one of those words
can be translated as that, who, whom, or which.
3. Dual and Plural
Most languages of the world have formal means to express
differences of number. English involves a simple two-way number
contrast between singular and plural (car/cars, child/children, etc.).
The English number found:
1. "Singular" number is one
2. "Plural" number is more than one
For examples:
Singular
: Bima who studied in STAIN is my brother
Plural
: Bima and Dani who studied in STAIN are my brothers
Ahmad, Bima, and Dani who studied in STAIN are my
brothers
Arabic has singular, dual, and plural forms. They are:
1. "Singular" number is (one),
2.
“Dual” number is (two)
3. "Plural" number is (more than two)
For examples:
ً‫ْٕ اخ‬
Singular :
Dual
:
ٌ‫ًْب اخٕا‬
STAIN
50
STAIN
ً‫ثًٍب انزي دسس ف‬
ً‫ثًٍب ٔ داًَ انهزاٌ دسسب ف‬
Plural
‫ْى‬
:
STAIN
ً‫احًذ ٔ ثًٍب ٔ داًَ انزٌٍ دسسٕا ف‬
ً‫اخٕر‬
4. Shilah
Shilah is word or sentence that follows isim maushul, the type
must be the same as the type isim maushul.
For examples:
ً‫ْٕ اخ‬
ٌ‫ًْب اخٕا‬
ً‫ْى اخٕر‬
STAIN
STAIN
ً‫ثًٍب انزي دزس ف‬
ً‫ثًٍب ٔ داًَ انهزاٌ دزصا ف‬
STAIN
ً‫احًذ ٔ ثًٍب ٔ داًَ انزٌٍ د زصىا ف‬
In English, there is no difference in the word or sentence that
follows the relative pronouns.
For examples:
Bima who studied in STAIN is my brother
Bima and Dani who studied in STAIN are my brothers
5. Person and Thing
Both in English and Arabic, relative clause has conjunctions to
express person and thing. In English, who, whom, whose used to
explain person and which, that used to explain thing. As well as
Arabic has a special conjunction to express person and thing, they are:
ٍ‫ي‬
to express person and
‫يب‬
to express thing. They are part of
Maushul Musytarak that can use for all cases, numbers, and genders.
51
6. Changing the form to suit antecedent
Ism Maushul can be translated as who, whom, which, or that.
They are used somewhat similarly to English but the point here is that
they change in form to suit the antecedent.
‫ْزا انكزبة انزي اشزشٌذ‬
This (is) the book which/that (I) bought
It is very common to add an attached object pronoun after the verb in
such sentences
‫اشزشٌذ‬
ِ
‫ْزا انكزبة انزي‬
It is also common to add a pleonastic separation subject pronoun in
such sentences
ّ‫ْزا هىانكزبة انزي اشزشٌز‬
7. Omission
Relative pronoun is used to describe the noun. The composition
of the sentence is a noun that followed by relative pronouns. In
Arabic, sometimes a sentence with relative pronouns, in which the
antecedent (a noun) is absent, but still understood.
ٌ‫انزي دَسَسًَُ اُسزبرٌصذقب‬
Originally, this sentence is:
.ٌ‫(األسزبر ُ) انزي دَسَسًَُ َ اُسزبرٌٌصذقب‬
(The Teacher) who teaches is Ustad Shidqon
52
After the writer investigates the similarities and differences between
relative pronouns of two languages, the implication of the understanding of those
relative pronouns is apparent that both languages have similar and different
relative pronouns.
The similarities of relative pronouns between English and Arabic are in
composition and the function in the sentence. Whereas the differences of relative
pronouns between English and Arabic are: conjunctions, numbers and genders,
dual and plural, person and thing, shilah, changing the form to suit antecedent,
and omission.
53
CHAPTER V
CLOSURE
A. Conclusion
Based on the data analysis of English and Arabic adjective clauses, the
writer concludes:
1. English and Arabic have similarities in relative pronouns:
a. They have similar composition
b. They have similar function in making clear a sentence
2. English and Arabic adjective clauses have differences in following task:
a. Conjunction
The conjunction of Adjective Clauses in English and
Arabic have different uses in
explaining
sentence
based
on
masculine, feminine, singular, plural, person, and thing.
b. Numbers and genders
The use of Numbers and Gender in Arabic Adjective clause is
more detailed than English.
c. Dual and Plural
English involves a simple two-way number contrast between
singular and plural. Arabic has singular, dual, and plural forms.
d. Shilah
Word or sentence that follows isim maushul must be in the
same as the type of isim maushul. In English, there is no difference
54
in the word or sentence that follows the conjunction of adjective
clause.
e. Changing the form to suit antecedent
It is very common to add an attached object pronoun after the
verb in sentences and add a pleonastic separation subject.
f. Omission
In Arabic, sometimes a sentence with adjective clause, in
which the antecedent (a noun) is absent, but still understood.
B. Suggestion
With regard to the conclusion of the research, the writer would like to
give some suggestions for the reader, especially for teachers and students that
study English and Arabic.
1. Suggestion for teachers
a.
The teachers should motivate their students in learning English and
Arabic, especially for students in Islamic school.
b.
The teachers should explain the meaning of relative clause in a
sentence in order to compare between English and Arabic
c.
The teachers should explain the contrastive analysis between English
and Arabic relative pronouns to clarify the similarity and difference
for student in order to make easy and clear in understanding.
55
2. Suggestion for students
a. The students should understand the theory of relative pronoun and
apply in learning process
b. The students should know the kind of conjunction which are used on
English and Arabic relative pronoun
c. The students should be able to find out the similarities and differences
of
English
and
Arabic
56
relative
pronoun.
BIBLIOGRAPHY
Allen, Robert L. 1972. English Grammar and English Grammars. USA: Library
of Congress Catalog
Allen, W. Stannard. 1989. Living English Structure. London: Longman Group.
Arikunto,Suharsini. 1989. Prosedur Penelitian. Jakarta : Bina Aksara.
Azwar. 2010. Metode Penelitian. Yogyakarta: Pustaka Pelajar
Brown, Douglas.2007. Prinsip Pembelajaran dan Pengajaran Bahasa. Jakarta:
Kedubes Amerika Serikat
Dinnen, SJ, Francis P. 1967. An introduction to General Linguistic. London:
Holt Rinehort and Winston, inc
Fahmi Akrom. 1999. Ilmu Nahwu & Sharaf 3(Tata bahasa Arab). Jakarta: PT.
Raja Grafindo Persada
Frank, Marcella. 1972. Modern English: A Practical Reference Guide. New
Jersey: Prentice Hall, Inc.
Hornby, AS. 1975. Guide to Pattern and usage in English. Hongkong: Oxford
University Press.
http://arabic.tripod.com
July 5, 2011
Maanaen, John Van, James M. Dabbs, Jr & Robert R Faulkner. 1982. Varieties of
Qualitative Research. California: Sage Publication, Inc.
Madyo ,Soegeng and Ekosusilo,. 1994. Pedoman Penerjemahan. Semarang:
Effhar & Dahara Press.
Malik, Ibnu. ____ Alfiyah Ibnu Malik._________
Nababan, Subyakto, Sri Utari. 1993. Metodologi Pengajaran Bahasa. Jakarta:
Gramedia Pustaka Utama.
Richard, Jack C. 1974. Error Analysis. London and New York: longman.
Rivers, M. Wilga. 1981. Teaching Foreign-Language Skill, Second Edition.
Chicago and London: university of Chicago Press.
Tarigan, Henri Guntur. 1990. Pengajaran REMEDI BAHASA. Bandung: Angkasa
Thompson and Martinet. 1995. A Practical English Grammar. New York: Oxford
University Pres
57
Webster, Merriam. 1981. Websters’ Third New International Dictionary. USA:
Merriam WebsterINC
Wiratno, Tri. 2003. Mencerna Buku Teks Bahasa Inggris Melalui Pemahaman
Gramatika. Yogyakarta: Pustaka pelajar.
58
59
60
DAFTAR SKK
NAMA: AKHMAD ALI AFFANDI
NIM : 113 07 130
No.
Nama Kegiatan
1.
OPSPEK 2007 oleh STAIN
Salatiga
2
MAPABA PMII 2007 oleh
cab. PMII Salatiga
3
Bedah Buku ADONIS
“Arkeologi SejarahPemikiran Arab-Islam” oleh
BEM STAIN Salatiga
4
Seminar dan Silaturrohmi
Nasional Forum Mahasiswa
Syari’ah se-Indonesia
5
Kuliah Umum dan Dialog
“Perkembangan Kerjasama
ASEAN bersama Dirjen
Kerjasama Luar Negeri RI
oleh STAIN Salatiga
6
Practicum Program English
Education Study Program
7
Bedah Film “Laskar
Pelangi” dan Penggalangan
Dana untuk Korban
Situgintung
8
Workshop Multimedia oleh
SEMA dan HMJ Tarbiyah
STAIN Salatiga
9
USER EDUCATION oleh
UPT Perpu oleh
Perpustakaan STAIN
Salatiga
10 Seminar Regional
“modernisasi Pendidikan
Islam Berbasis IPTEK” oleh
HMJ Tarbiyah STAIN
Salatiga
11 Penerimaan Anggota Baru
(PAB) oleh JQH STAIN
Salatiga
12 Penerimaan Anggota Baru
(PAB) oleh JQH STAIN
Salatiga
JURUSAN
PRODI
:TARBIYAH
: TPBI
Tempat & Waktu
STAIN Salatiga, 29-31
Agustus 2007
Ds. Krandon Lor, Suruh,
16-18 Nopember 2007
Auditorium
Kampus I STAIN
Salatiga, 5 Desember
2007
STAIN Salatiga, 15-17
Desember 2008
Keterangan
Peserta
Nilai
3
Pesrta
3
Peserta
2
Peserta
6
STAIN Salatiga, 10
Pebruari 2009
Peserta
3
STAIN Salatiga, 20
Pebruari 2009
STAIN Salatiga, 4 April
2009
Peserta
2
Peserta
2
Ruang Multimedia STAIN
Salatiga, 22-24 Oktober
2009
STAIN Salatiga, 29
Agustus 2009
Peserta
3
Peserta
2
Auditorium STAIN
Salatiga, 16 Desember
2009
Peserta
4
Ma’had Putri STAIN
Salatiga, 12-13 Desember
2009
Ma’had Putri STAIN
Salatiga, 12-13 Desember
2009
Panitia
2
Pemateri
3
61
13
14
15
16
17
18
19
20
SK Ketua STAIN Salatiga
tentang Pengangkatan
Pengurus HMJ Tarbiyyah
STAIN Salatiga Masa Bakri
2010/2011
Bedah Buku “Jalan Cinta
Para Pejuang” oleh LDK
STAIN Salatiga
Musabaqoh Tilawatil Qu’an
(MTQ) Mahasiswa II oleh
JQH STAIN Salatiga
Salatiga, 16 Pebruari 2010
Pengurus
HMJ
Tarbiyah
3
Aula Kampus I STAIN
Salatiga, 24 April 2010
Peserta
2
STAIN Salatiga, 27 Mei
2010
Panitia
2
Seminar Regional “Peran
Pendidikan Islam dalam
Membentuk Jati Diri
Mahasiswa” oleh HMJ
Tarbiyah STAIN Salatiga
Seminar Nasional
Pendidikan “Aktualisasi
Nilai-nilai Pendidikan dalam
upaya Membentuk Karakter
Budaya Bangsa” oleh
DEMA STAIN Salatiga
SK Ketua STAIN Salatiga
tentang Pengangkatan
Pengurus HMJ Tarbiyyah
STAIN Salatiga Masa Bakri
2010/2011
Seminar Nasional
“Membudayakan Sebuah
Pendidikan Berkarakter keIndonesiaan dalam
Pendidikan Formal (Potret
Sekolah Alternatif) oleh
HMJ Tarbiyah STAIN
Salatiga
Auditorium STAIN
Salatiga, 17 Mei 2010
Panitia
4
Auditorium STAIN
Salatiga, 2 Juni 2010
Peserta
6
Pengurus
Bidang
Kaligrafi/
Khot
3
STAIN Salatiga, 6
Nopember 2010
Panitia
6
Seminar Nasional
“Membudayakan Sebuah
Pendidikan Berkarakter keIndonesiaan dalam
Pendidikan Formal (Potret
Sekolah Alternatif) oleh
HMJ Tarbiyah STAIN
Salatiga
STAIN Salatiga, 6
Nopember 2010
Moderator
6
Salatiga, 25 September
2010
62
Seminar Nasional “InternetBased English Learning”
oleh UPB STAIN Salatiga
22 Penerimaan Anggota Baru
JQH STAIN Salatiga
23 Workshop Jurnalistik oleh
HMJ Tarbiyah STAIN
Salatiga
24 Praktikum Pelatihan TOEFL
oleh UPB STAIN Salatiga
25 Praktikum Pelatihan ILAiK
oleh UPB STAIN Salatiga
26 Seminar Nasional
Pendidikan “Realiasasi
Pendidikan Karakter Bangsa
dalam Kurikulum
Pendidikan Nasional” oleh
HMJ Tarbiyah.
TOTAL
21
Auditorium Kampus I
STAIN Salatiga, 9
Nopember 2010
PKM II STAIN Salatiga,
13 Nopember 2010
STAIN Salatiga, 15-16
Nopember 2010
STAIN Salatiga, 25
Januari-10 Pebruari 2011
STAIN Salatiga, 11-26
Pebruari 2011
Aula Kampus I STAIN
Salatiga, 18 Juni 2011
Peserta
6
Pemateri
3
Panitia
3
Peserta
2
Peserta
2
Peserta
6
89
Salatiga, 20 September 2011
Mengetahui
Pembantu Ketua
Bidang Kemahasiswaan STAIN Salatiga
H. Agus Waluyo, M. Ag
NIP. 19750211 200003 1 001
63
CURRICULUM VITAE
Name
: Akhmad Ali Affandi
Student Number : 113 07 130
Date of Birth
: Demak, August 31, 1988
Address
: Desa Kedungwaru Kidul RT 06/IV, Kecamatan Karanganyar,
Kabupaten Demak, Kodepos 59582
Sex
: Male
Marital Status
: Unmarried
Education
1.
SD N Kedungwaru Kidul 2, graduated on 1998
2.
MTs. Qudsiyyah Kudus, graduated on 2004
3.
MA Qudsiyyah Kudus, graduated on 2007
4.
STAIN Salatiga, graduated on 2011
Email
: [email protected]
Facebook
: [email protected] : Af Affandi
Salatiga, August 15, 2011
AKHMAD ALI AFFANDI
NIM. 11307130
64