Child Children
Anak-anak Sheep
Sheep Biri-biri
Deer Deer
Rusa Datum
Data Data
Criterion Criteria
Criteria Crisis
Crises Krisis
Fish Fish
Ikan Series
Series Seri
Louse Lice
Kutu Goose
Geese Angsa
6. Irregular Plural from Latin and Greek
English has borrowed a great many words from Latin and Greek. Many nouns particularly ones from Latin have retained their original plurals from
some time after they are introduced. Other nouns have become Anglicized, taking on the normal final “s”. In some case, both forms are still competing.
The choice of a form can often depend on context: for a linguist, the plural of appendix is appendices following the original language, for physician,
however, the plural of appendix is appendixes. Likewise, a radio engineer works with antennas and an entomologist deals with antennae. Choice of form can also
depend on the level of discourse: traditional Latin plurals are found more often in academic and scientific context, whereas, in daily speech the anglicized forms are
more common. In the following table, the Latin plurals are listed together with the Anglicized forms when they are more common.
Table 2.3
The List of Irregular Plural Nouns from Latin and Greek Original Singular
Original Plural From
Phenomenon Phenomena
Latin and Greek Criterion
Criteria Latin and Greek
Bacterium Bacteria
Latin
Datum Data
Latin Medium
Media Latin
Memorandum Memoranda
Latin Analysis
Analyses Greek
Basis Bases
Greek Crisis
Crises Greek
Hypothesis Hypotheses
Greek Parenthesis
Parentheses Greek
Thesis Theses
Greek
B. Drill
Here is the theory that stated the important drill for young learner. Peck 2000 found that the children enjoy rhythmic and repetitive language more than
adults do. They play with the intonation of a sentence, and most are willing to sing. They enjoy repeating a word or utterance can differ, children are more likely
to laugh at the sounds of a second language, or to be reminded of a word in the first language. Young children such as student may comfortably talk to
themselves, perhaps as part of a fantasy role play.
16
From this theory it can be stated that learning irregular of nouns form with repetition and intonation can
make the students enjoyed in learning language. According to Julie Tice, young learner couls find difficulties in
remembering the way to say complete phrase in a forign language when theywere first learning, but it would be easier for the leaener if the teacher gave the
repetition drill in a song. Because the learners would remember whole song and chant with ease. For example, action song like „Head, Shoulders, Knees, and
Toes ’ provided fun drills of language for parts of the body. The teacher could
introduce the song and also the action first before asked the learners to sing and did the action.
17
16
Sabrina Peck, Developing Children’s Listening and Speaking ESL, Third edition, Tarone:
Heinle Heintein, 2000, p. 141.
17
Julie Tice, Teacher, Trainer, Writer, British Counsil Lisbon Drilling, 2007, p. 1, www.teachingenglish.org,uk.
According to Cordeiro, children benefit from knowing the rules and being familiar with situation, have system, have routines, organized and plan your
lesson. Use familiar situation, familiar activities by using repeat stories, rhymes, etc.
18
Form the theory above the writer can conclude that the children enjoy learning foreign language by using song and familiar situation, because they more
easily to remember new word and they fun with it.
1. Definition of Drills
Tice mentions that ”at its simplest, drilling means listening to a model,
provided by the teacher, or a tape or another student, and repeating what is heard. This is a repetition drill; that is still used by many teachers when introducing new
language items to their students ”. It can be concluded that the teacher says the
word or phrase and the students repeat it. According to Richard theory, drill is a technique commonly used in
language teaching for practicing sounds or sentence patterns in a language, based on guided repetition or practice some aspects of grammar or sentence format
formation is often known as pattern practice.
19
From the theory above it can be restated that drill is a technique of word or sentence repetition in introducing new language for the learners so that they easily
to memorize the language they are leaning.
2. Types of Drills
The use of drills and pattern practice is a distinctive feature of the Audio Lingual Method. Various kinds of drill are used. Brooks includes the
following: a. Repetition. The student repeats an utterance aloud as soon as he has heard it.
He does this whiteout looking at a printed text. The utterance must be brief enough to be retained by the ear. Sound is as important as from and other.
18
Cordeiro, An Alternative Drilling Strategy, Washington D.C: Cambridge University Press 1989, p. 97.
19
J.C Richards, Longman Dictionary of Language Teaching and Applied Linguistic, London: Person Education Limited, 1992, p. 117.
Example: I used to know him.
– I used to know him After the student has repeated an utterance, he may repeat it again
and add a few words, then repeat that whole utterance and add more words.
I used to know him years ago. - I used to know him years ago when were in school….
b. Inflection. One word in an utterance appears in other form when repeated.
Example: I bought the ticket.
– I bought the tickets. I called the young man.
– I called the young men…. c.
Replacement. One word in an utterance is replaced by another. Example:
Helen left early. – She left early.
They gave their boss a watch. – They gave him a watch….
d. Restatement. The student rephrases an utterance and addresses it to someone else, according to instructions.
Example: Tell him to wait for you.
– Wait for me. Ask her how old she is.
– How old are you e. Completion. The student hears an utterance that is complete expect for one
word, then repeats the utterance in complete form. Example:
I’ll go my way and you go. . . . – I’ll go my way and you go yours. We all have … own troubles. – We all have our own troubles. . .
f. Transposition. A change in word order is necessary when a word is added. Example:
I’m hungry. So. – So am I. I’ll never do it again. neither. – Neither will I. . .
g. Expansion. When a word is added it takes a certain place in the sequence. Example:
