08062017192926 Shima Herlina P tugas IT gambar

  Name : Shima Herlina Puspitawatie Std. Number : 20140002060 Minimal Pairs Vowel (https://www.slideshare.net/Andriyanieka12/8-single-phoneme- 1. phonological-development-21298725) single phoneme & phonological development

  1. Phoneme&Phonological Development

  AT IS PHONEME?  Phoneme is small set of speech sounds that aredistinguished by the

  speakers of a particular language.  Phoneme is the smallest contrastive unit in the soundsystem of a language.  Phoneme is a minimal unit that serves to distinguishbetween meanings of words.  Phoneme is a group of sounds with distinctive acousticcharacteristics.

   Phonemes can be determined byusing minimal pairs. In phonology, minimal pairs arepairs of words or phrases in aparticular language, which differ inonly one phonological element.

  e Rules of Identifying Phoneme:1. The words must have the same number ofsounds;2. The

  words in pairs must be identical in everysound except for one;3. The sound that is different must be in thesame position in each word;4. The words must have different meaning.

  nBin[pɪn][bɪn]BigDig[bɪg][dɪg]LateRate[leɪt][reɪt]PillKill[pɪl][kɪl]NeckKnock[nek]

  [nɒk]FineVine[faɪn][vaɪn]ZooToo[zu:][tu:]HotGot[hɒt][gɒt]BeatBit[bi:t][bɪt]BatBet[bæt] [bet]PieBuy[paɪ][baɪ]TieDie[taɪ][daɪ]SadSat[sæd][sæt]ChipCheap[tʃɪp][tʃi:p]ThinThing[θɪn] [θɪŋ]BarCar[bɑ:(r)][kɑ:(r)]Examples of Minimal Pairs:

  CISE:

   Infants begin making sounds at birth(called “cries”). As the infant continues to mature,

  “cooing”(soft quiet voice) and “babbling noises”develop into consonant and vowel sounds.  These early preconsonant and prevowelsounds gradually become shaped intowords.Phoneme Development:

  Although research indicates thatsome phonemes are present inneonates (new born

  child/age ofless than four weeks), phonemedevelopment for purpose ofspeech generally begins betweenthe first and second birthday.

  ) THE DEVELOPMENT OF VOWELS &DIPHTHONGS:  Vowels begin to develop from

  random soundsproduced by infants at the age of 2 months.At this age, the vowels /e/, /ɪ/, and /ʌ/ are frequentlyidentified in cooing patterns (speaking in a softway).  Those vowels fade after several months and are notconsistently used again until after 30 months of age(about 2,5 years old).

  

At the same time that /e/, /ɪ/, and /ʌ/ arefading, the front vowel /i/, /æ/, anddiphthong /eɪ/ are

  appearing.  Those three front vowels, along with theback vowels /ɑ:/, /ɔ:/, /ʊ/, /u:/, anddiphthong /əʊ/ are consistently used andmastered over the next 2 years.

11. Producerandom vowelsounds./e/, /ɪ/, and /ʌ/are identifiedin cooingpattern./e/, /ɪ/, and /ʌ/are

  fading;/i/, /æ/, and/eɪ/ areappearing./i/, /æ/, /eɪ/+/ɑ:/, /ɔ:/, /ʊ/,/u:/, /əʊ/are consistentlyused andmastered.

  

    The first consonant phoneme to develop are:/p/, /m/, /h/, /n/, /w/ (velar approximant), and / b/.  These phonemes begin to develop before the age of2, and all except the /b/ are mastered by age of 3. The/b/ is not mastered until age of 4 years.(2) THE DEVELOPMENT OFCONSONANTS:  The next group of consonant phonemes to developincludes:/k/, /g/, /d/, /t/, and /ŋ/.Each of these phonemes begins to develop at age of2 years.  The /k/, /g/, and /d/ are mastered at age of 4, whereasthe /t/ and /ŋ/ are not mastered until the age of 6.

  

    The /f/ and /j/ phonemes begin to develop at the age of2,5 until 3 and are mastered by the age of 4.  The /f/ is the first fricative phoneme to be mastered.Some children substitute the /p/ for the /f/ at an earlyage. This error represents a manner of articulation errorthat is common only in children less than age of 4.  The /j/ is the first approximant phoneme to be masteredand it requires a neutral position of the articulators.Because this phoneme is easy to produce, it is oftenused as a substitute for more difficult phonemes.

  

    The /r/, /l/, and /s/ begin to develop atage of 3, but require a lengthy period oftime before mastery is accomplished.  The /r/ and the /l/ are mastered at age of6, whereas the /s/ is not fully mastered atage of 8.

  

    The /tʃ/, /ʃ/, and /z/ are the next phonemesto develop. A child of 3,5 years old can produce thesephonemes in selected situations, butmastery is not achieved until age 7 for the/tʃ/ and /ʃ/ and age of 8 for the /z/.

  

    The /dʒ/ and /v/ are the next group of phonemesto develop. These phonemes begin to develop at age 4 andare mastered by ages 6 and 7, respectively (the/dʒ/ at 6 and the /v/ at 7).  The /dʒ/ is an affricate that requires mastery oftwo phonemes. Because the /ʒ/ is not yetmastered by many children, the production of /dʒ/is often difficult.

  

    The next phonemes to develop are /θ/ and/ð/. The /θ/ begins to develop before age of 4and is mastered by age of 7, whereas the/ð/ begins to develop at age of 5 and ismastered by age of 8.

  

    The last two phonemes to develop arethe /ʒ/ and the /W/ (bilabialapproximant). The /ʒ/ begins to develop at age of 6and is mastered after age of 8. The /w/begins to develop at age of 6 and is notmastered until after age of 9.

  ŋ/AGES

2. Part of Speech ( http://www.grammar.cl/english/parts-of-speech.htm ) The parts of speech explain how a word is used in a sentence.

  

There are eight main parts of speech (also know as word classes): nouns, pronouns, adjectives,

verbs, adverbs, prepositions, conjunctions and interjections.

Most parts of speech can be divided into sub-classes.Prepositions can be divided into prepositions

of time, prepositions of place etc. Nouns can be divided into proper nouns, common nouns, concrete

nouns etc.

It is important to know that a word can sometimes be in more than one part of speech. For example

with the word increase.

  Increase can be a verb e.g. Prices increased and increase can also be a noun e.g. There was an increase in the number of followers.

  The eight main parts of speech in English are: NOUN - (Naming word) A noun is the name of a person, place, thing or idea.

  Examples of nouns: Daniel, London, table, dog, teacher, pen, city, happiness, hope Example sentences: Steve lives in Sydney. Mary uses pen and paper to write letters.

  PRONOUN - (Replaces a Noun)

  Examples of pronouns: I, you, we, they, he, she, it, me, us, them, him, her, this, those Example sentences: Mary is tired. She wants to sleep. I want her to dance with me.

  ADJECTIVE - (Describing word) An adjective describes, modifies or gives more information about a noun or pronoun.

  Examples: big, happy, green, young, fun, crazy, three Example sentences: The little girl had a pink hat.

  VERB - (Action Word) A verb shows an action or state of being. A verb shows what someone or something is doing.

  Examples: go, speak, run, eat, play, live, walk, have, like, are, is Example sentences: I like Woodward English. I study their charts and play their games.

  ADVERB - (Describes a verb)

An adverb describes/modifies a verb, an adjective or another adverb. It tells how, where, when, how

often or to what extent. Many adverbs end in -LY Examples: slowly, quietly, very, always, never, too, well, tomorrow, here Example sentences: I am usually busy. Yesterday, I ate my lunch quickly.

  PREPOSITION - (Shows relationship)

A preposition shows the relationship of a noun or pronoun to another word. They can indicate time,

place, or relationship.

  Examples: at, on, in, from, with, near, between, about, under Example sentences: I left my keys on the table for you.

  CONJUNCTION - (Joining word) A conjunction joins two words, ideas, phrases or clauses together in a sentence and shows how they are connected.

  Examples: and, or, but, because, so, yet, unless, since, if. Example sentences: I was hot and exhausted but I still finished the marathon.

  INTERJECTION - (Expressive word) An interjection is a word or phrase that expresses a strong feeling or emotion. It is a short exclamation.

  Examples: Ouch! Wow! Great! Help! Oh! Hey! Hi!

  3.

16 Tenses dan Rumusnya ( http://infiltran.com/skill-belajar-tenses-bahasa-inggris-

   ) Apakah tenses memang sesulit itu? Pada kenyataannya memang iya.

  

Kamu harus sudah lancar dalam memetakan posisi waktu dalam sebuah kalimat. Di

setiap tenses, ada perubahan penggunaan kata kerja yang berdasarkan perbedaan

waktu dan sifat kejadian.

  

Sebagai pengantar dari seri tenses selanjutnya, berikut ini Infiltran telah rangkumkan

rumus 16 tenses. Penjelasan dalam bentuk tabel ini akan memudahkanmu dalam melihat perbedaan setiap tenses. Kalau kamu jeli, formula tenses selalu berpola. Sehingga, sebelum memasuki pembahasa spesifik, kamu bisa terlebih dahulu menghafalkan polanya masing-masing.

  Misalnya kamu menggunakan teknik penghafalan seperti ini: Simple tense itu selalu menggunakan verb-1, kecuali untuk penggunaan past yaitu verb-2. Continuous tense selalu diikuti to be dan verb-ing. Perfect tense selalu diikuti have/has/had dan verb-3.