The Homonyms In Eight Ate: A Feast Of Homonyms Riddles: A Study of Syntax and Semantics

THE HOMONYMS IN EIGHT ATE: A FEAST OF HOMONYMS RIDDLES: A Study of Syntax and Semantics

SKRIPSI

Submitted to fulfil one of the requirements of Sarjana Sastra Degree

ACHMAD SOFYAN PERMADI NIM 63710008

ENGLISH DEPARTMENT FACULTY OF LETTERS

INDONESIA COMPUTER UNIVERSITY BANDUNG

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Homonyms Riddles:A Study of Syntax and Semantics” is accomplished as one of the requirements of Sarjana Sastra Degree of Indonesia Computer University. First of all, the writer wants to thank to Allah SWT. In addition, the writer also wants to thank to the people in the following:

1. Dean of Faculty of Letters UNIKOM, Prof. Dr. H. Moh. Tadjuddin, M.A.

2. Head of English Department UNIKOM, Dr. Juanda. 3. The Advisors, Dr. Juanda and Dr. Nia Kurniasih, M.Hum.

4. The Examiners, Dr. Juanda, Tatan Tawami, S.S., M.Hum and Rayhan Bustam, S.S., M.Hum.

5. Guardianship lecturer, Nungki Heriyati, S.S., M.A. 6. All lecturers in English Department UNIKOM.

Without any help, the writer may not finish the research well. The writer is fully aware of the mistakes in the writing, therefore the writer will be glad to get advices to improve the writing. It is expected that this research can be useful in understanding homonyms both theoretically and practically to the reader.

Bandung, 23 July 2014

ix CONTENTS

ABSTRACT vi

ABSTRAK vii

ACKNOWLEDGEMENT viii

CONTENTS ix

LIST OF TABLES xii

LIST OF FIGURES xiii

LIST OF APPENDICES xiv

LIST OF ONLINE DICTIONARY xv

LIST OF ABBREVIATIONS AND SYMBOLS xvi

CHAPTER I : INTRODUCTION

1.1Background to the Study 1

1.2Research Questions 2

1.3Objectives 3

1.4Significance to Knowledge 3

1.5Framework of the Theory 4

CHAPTER II : THEORETICAL REVIEW

2.1 Syntax: Syntactic Categories 7

2.2 Semantics: Semantic Features 9

2.3 Homonyms 11

2.3.1 Homographs 11

x

2.4.3 Synonyms 14

2.4.4 Antonyms 15

2.5 Associative Meanings 17

2.5.1 Connotative Meaning 17

2.5.2 Social Meaning 17

2.5.3 Affective Meaning 18

2.5.4 Collocative Meaning 19

CHAPTER III: RESEARCH OBJECT AND METHOD

3.1 Research Object 20

3.2 Research Method 20

3.2.1 Data Collection 21

3.2.2 Data Analysis 22

CHAPTER IV: FINDINGS AND DISSCUSSION

4.1 Homophones of the same syntactic category:

Noun-Noun 25

4.2 Homophones of different syntactic categories 33

4.2.1 Adjective-Noun 33

4.2.2 Verb-Noun 40

4.2.3 Pronoun-Verb 48

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4.2.5 Verb-Adverb-Noun 51

4.2.6 Verb-Adverb 53

4.2.7 Article-Noun 55

CHAPTER V : CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions 57

5.2 Suggestions 58

REFERENCES 60

APPENDICES 62

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Bickford, J. Albert, and John Daly. 1996. A course in basic grammatical analysis. 3rd preliminary edition. Dallas, TX: Summer Institute of Linguistics.

Griffiths, Patrick. 2006. An Introduction to English Semantics and Pragmatics. Edinburgh: Edinburgh University Press Ltd.

Kreidler, Charles W. 2002. Introducing English Semantics. London: 11 New Fetter Lane.

Mulder, M.P. 2002. Humour Research: State of the Art. Netherlands: University of Twente.

Murphy, M. Lynne. 2003. Semantic Relations and the Lexicon: Antonymy, Synonymy, Other Paradigms. University Press: Cambridge.

Mwihaki, Alice. 2004. Meaning As Use: A Functional View of Semantics and Pragmatics. Swahili Forum 11: 127-139.

Hornby, A C. 2000. Oxford Advanced Learner’s Dictionary.Oxford New York: Oxford University Press.

Palmer, F. R. 1976. Semantics, A New Outline. Great Britain: University Press, Cambridge.

Pradana, Donna. 2012. Hyphenated Compound Adjective in The Jakarta Post. Bandung: Indonesia University of Computer.

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Radford, Andrew. 2004. Minimalist Syntax: Exploring the structure of English. Cambridge: University Press.

Saeed, John I. 1997. Semantics. United Kingdom: 108 Cowley Road.

Terban, Marvin. 1982. Eight Ate: A Feast of Homonyms Riddles. New York: 215 Park Avenue South.

Yule, George. 2006. The Study of Language: Third Edition. Cambridge: University Press.

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a. Name : Achmad Sofyan Permadi

b. Address : Jl. Permai 6 No. 21 Komp.

Margahayu Permai 001/007, Bandung c. Place and date of birth : Bandung, 22nd, September 1992

d. Sex : Male

e. Religion : Moslem

f. Phone : 08562004857

g. E-mail : achmadsofyanpermadi@yahoo.com

2. Education Background a. Formal Education

No. Year Institution

1 1998 – 2004 SDN GUNUNG SAHARI SELATAN 02 PETANG JAKARTA PUSAT

2 2004 – 2007 SMPN 157 JAKARTA TIMUR 3 2007 – 2010 SMA PGRI 1 PURWAKARTA

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b. Informal Education

No. Year Event Certified

1 2011 Feminist, Feminine and Text Seminar Yes 2 2011 Semiotics : Literature and Media Seminar and

Workshop Yes

3 2011 Public Speaking Seminar Yes

4 2011 Copywriting Seminar and Workshop Yes

5 2012 English Contest Yes

6 2012 Talkshow “Kreatif Menulis, Rezeki Tak Akan

Habis” Bersama Raditya Dika Yes

7 2012 Hari Sastra Yes

8 2012 English Literary Internal Training of

Education Yes

9 2012 Character Building Training Yes

10 2013 Translation Workshop Yes

11 2013 Copywriting Seminar “Go Viral” Yes

12 2013 Seminar dan Training Motivasi Yes

13 2013 Workshop Translation “Building The

Translation Skill and Confidence” Yes

14 2013 Seminar Pengenalan Copywriting kepada

Mahasiswa Unikom Yes

15 2013 Hari Sastra Yes

16 2014 Seminar TOEFL “How To Train Your

TOEFL” Yes

17 2014 Talkshow Menulis Besama Risa Saraswati

“You Write What You Think” Yes

18 2014 Seminar „Menyambut Bulan Suci Ramadhan‟ Yes 19 2014 Postcolonialism Seminar “Postcolonialism:

An Indonesian Perspective Yes

21 2014 Cepat dan Mudah Membuat Website Online

dalam 30 Menit Yes

c. Competency

There are some competencies that the writer has. They are as follows: a. Good at English both oral and written

b. Translation from English to Indonesia or vice versa

c. Good at operating Microsoft Office, drawing and designing

d. Organization and work experiences

No Year Organization

1 2008 - 2009 Member of OSIS SMA PGRI 1 Purwakarta 2 2010 - 2011 Member of FUNCO

3 2011 - 2012 Member of SADAYA UNIKOM 4 2010 - 2012 Member of HIMA SAIS UNIKOM

1 CHAPTER I INTRODUCTION

1.1 Background to the Study

There are many fields of research that people do on humour; one of those fields is linguistics. As Mulder (2002:3) states, humour is a field of research that is done by combining or involving several academic disciplines in an approach to a topic or problem. Yet, Semantics is a part of linguistics field, as Kreidler (2002:3) mentions that the way meanings are organized and expressed by the language are what linguistic semantics is. In addition, Kreidler also mentions that the humour that depends on the double meanings of words or ambiguities found in sentences will find pleasure in jokes (2002:2).

Jokes may be said as something spoken, written, or done, which are intentionally humorous for entertaining. There are several forms of jokes; one of the several forms of jokes is a question-answer. The question-answer jokes are typically posed as riddles, which have usual question and humorous effect in the answer. The answer may attach word play to reach the humorous effect. The word play in the answer usually utilizes the ambiguity in sentence, which may be happened when there is one form of the same written and spoken word that has double meanings as Kreidler stated.

As slightly introduced, what are mentioned by Kreidler as double meanings word that unrelated but has the same written and spoken form (2002:63), which is an approach to find pleasure in jokes may be determined as

homonyms. Relating to Mulder statement, the writer tries to combine the term of homonyms using syntax and semantics approaches, which syntactically defines the syntactic categories of the homonyms and semantically examines lexical relations and associative meanings to apply to humour that is formed as riddles as a problem of this research.

A previous research in this field is entitled Compound Adjective in The Jakarta Post by Donna Pradana (2012), the case of the research is how the lexical relations are indicated within the data of hyphenated compound adjectives. Different from the previous research, this research applies the lexical relations that are indicated on homonyms in the riddles. Thus, this research is entitled, “The Homonyms in Eight Ate: A Feast of Homonyms Riddles: A Study of Syntax and Semantics”

1.2 Research Questions

To specify the problem, the writer formulates them in the following questions:

1. What syntactic categories are found in homonyms in the selected data in

Eight Ate: A Feast of Homonyms Riddles by Marvin Terban? 2. What lexical relations are found in the data?

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1.3 Objectives

Based on the research questions above, this research tries to find the answers to those questions in the following:

1. To provide the syntactic categories that are found in homonyms in the selected data in Eight Ate: A Feast of Homonyms Riddles.

2. To examine the lexical relations that are found in the data. 3. To examine associative meanings that are found in the data.

1.4 Significance to Knowledge

Theoretically, this research is expected to enrich the study of syntax and semantics that can be used for further reference, especially dealing with homonyms, syntactic categories, lexical relations and associative meanings.

Practically, the writer hopes that this research is worthwhile in understanding homonyms, syntactic categories, lexical relations and associative meanings for English Department students, especially for English Department student of Indonesia Computer University, language learners and the writer himself in improving their ability in analyzing lexical relations and associative meanings that are applied on homonyms correctly.

1.5 Framework of the Theory

This research focuses on the investigation of the selected data that are found in the homonyms riddles in Marvin Terban‟s book entitled Eight Ate: A Feast of Homonyms Riddles (1982). In analyzing the data, the writer focuses on the meaning relations and the associative meanings occurring in homonyms riddle. To aid the analysis, the writer uses the grand theories of meaning relations and associative meanings from George Yule: 2006 The Study of Language: Third Edition and Alice Mwihaki: 2004 Meaning as Use: A Functional View of Semantics and Pragmatics, as well as the other theories that the writer uses for supporting the grand theories.

In understanding the term of homonyms, the writer uses the theory from Kreidler (2002:52), which says that the term of homonyms are they pronounce and spell identically but have unrelated meanings. From the term of homonyms, there are other terms that are identical in pronunciation but unrelated spelling, which are homophones. In addition, there are also the terms that are reflecting from the terms of homophones. The terms that are identical in spelling but unrelated pronunciation, they are called homographs.

The writer classifies the data based on the syntactic categories. To define the syntactic categories, the writer uses the theory from Yule (2006:86) that defines syntax as the study of structure and component order among a sentence.

In realizing the lexical relations, the writer uses the theory from Yule (2006:104), which states that the functions of the words are not only fulfilling a

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role. They have relationship; it may represent the sameness, the entailment, and even the opposite meaning each other.

Additionally, the theory from Mwihaki (2004:131) is used by the writer to comprehend the associative meaning. She states that:

“Associative meaning describes a composite of six modes of language usage, which draw on certain mental connections. Such connections are based on the contiguities of real-world experience rather than the linguistic context.”

Mwihaki has developed the theory from Leech, which composes six types of associative meaning. Meanwhile, Mwihaki only describes four types‟ associative meanings in her research, which are connotative, social, and affective meanings. She mentions that associative meanings are more defining the meaning of words based on experience than the linguistic context. The descriptions above are illustrated in the following figure:

Homonyms

Figure 1.1 Framework of the theory

Homographs Homophones

Meaning Relations

Associative Meanings

Riddles

Synonyms

Hyponyms

Meronyms

Antonyms

Connotative

Social

Affective

Collocative

Semantics Syntax

Syntactic Category

7 CHAPTER II

THEORETICAL REVIEW

This chapter is a theoretical review of this research. This chapter consists of several theories that support the research. This research is actually built and accommodated by some theories. In particular, this chapter explains what syntax, syntactic categories, semantics, homonyms, meaning relations and associative meanings are.

2.1 Syntax: Syntactic Categories

The theory of syntax is used in this research as the study of structure and component order within the homonyms. According to Yule (2006:86):

“When we concentrate on the structure and ordering of components within a sentence, we are studying the syntax

of a language.”

Yule defines syntax as the study of structure and component order among a sentence. In addition to that, Radford (2004:7) defines syntax as the study of how the phrase and the sentence are organized out of the word. In this research, the discussion about the term of syntax is limited in syntactic categories.

The data in this research are classified based on the syntactic categories among the homonyms in the data. Bickford and Daly (1996:2) mention that the term of syntactic categories is contract to grammatical category and grammatical class. In addition to that, they state that the terms of grammatical category and grammatical class are also used as synonym for part of speech.

According to Bickford and Daly statements, the writer uses the description of part of speech from Yule (2006:74-75). He describes eight kinds of part of speech in simple description, he divides as follow:

a. Nouns, which are the word, used referring people, objects, creatures, places, qualities, phenomena, and abstract ideas. They all refer to „things‟. For example: school, earthquake, love

b. Articles, which are used to form a noun phrase. Article classifies noun to give information of „those‟ things. It can be indicated to refer the noun that is already mentioned or known.

For example: a, an, the

c. Adjectives, which are the words to give some information. It typically gives some information to noun.

For example: happy, large, strange

d. Verbs, which involves the action of the people or things in some events. For example: run, talk, have

e. Adverbs, which are the word used to give more information to actions, states, and events. Some adverbs also pair to modify adjective, to give some information about things.

For example: slowly, yesterday, very

f. Prepositions, which are the word used with noun in phrase to indicate some information about time, location, and other connection. Prepositions involve actions and things.

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g. Pronouns, which are the word to indicate the people or things that are already known.

For example: she, they, you

h. Conjunctions, which are the word to refer connection and relationship between events.

For example: and, but, when

2.2 Semantics: Semantic Features

In addition to analyse the structure and component order of the homonyms within the data, this research aims the meaning that is produced among the homonyms and the data. As Kreidler (2002:3) states that:

“Semantics is the systematic study of meaning, and linguistic semantics is the study of how languages organize and express meanings.”

According to Kreidler, semantics is the meaning methodical study. To emphasize it, he states that how meanings are organized and expressed by the language is the discipline of linguistic semantics. In addition to that, Griffiths (2006:1) states that semantics is the tool to learn the meaning, to add knowledge in building and producing vocabulary as a pattern of elaborate meanings. Palmer (1976:5) assumes that linguistics level or component such as phonetics and grammar are equal to semantics. Additionally, Saeed (1997:3) defines semantics as the meaning communication of language discipline.

Based on the way it is described, semantics can be determined as the study that analyzes the meaning through language communication. In addition, it leads

us to focus on what words mean conventionally. In this research, the discussion about the term of semantics is limited in semantics features.

To share the conceptual meaning of the homonyms, this research provides the semantics features between the homonyms and the data. Yule (2006:101) distinguishes semantic features to prevent the oddness of the sentence, semantic features include „animate‟, „human‟, „male‟, „adult‟. In addition, he uses the signs (+) and (-) to describe whether the word denotes to or does not denotes to. The words boy and man have the different semantic features. It can be determined by means applying the word to this table:

Boy Man

Animate + +

Human + +

Male - -

Adult - +

Table 2.1 Semantic features

The table shows the differentiation of semantic feature between boy and man. Man denotes to all semantic features, but boy does not denote to „adult‟ because boy indicates a male child or youth. To help the reader understanding the meaning relations, this term can be used to support in defining meaning relations and to share the basic information of each word. So that makes the reader easier to understand the meaning relations beside from the conceptual/real meanings.

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2.3 Homonyms

This research uses the theory of homonyms from Kreidler (2002:52), which defines the term of homonyms as a word with the same pronunciation and spelling. Still, the meanings of homonyms are quite separating. The examples of homonyms are:

a. Bank„a financial institution‟, and b. Bank„the edge of a stream‟.

Yule (2006:107) states that the same pronunciation and spelling on homonyms are just accidentally happening.

In addition, Palmer (1976:68) defines some difficulties on defining the same distinction in writing or speaking. It happens when there is word that only has the same pronunciation or word that only has the same spelling. To treat the difficulties, then the term of homographs and homophones are formed.

2.3.1 Homographs

First term that Palmer mentions to treat the difficulties is homographs. Kreidler (2002:52) mentions the term of homographs as two words that have the same spelling but the pronunciations are different. The examples of this term are:

a. „Bow‟ that rhymes with „go‟ and referring to an instrument for shooting arrows, and

b. „Bow‟ that rhymes with „cow‟ and indicating a bending of the body as a form of respectful greeting.

2.3.2 Homophones

Second term that Palmer mentions to treat the difficulties is homophones. Kreidler (2002:52) mentions the term of homophones as two or more words that have the same pronunciations but the spelling are different. The examples of this term are:

a. Steakand b. Stake

Both share the same pronunciation, which is /steɪk_/.

From those three terms explanations, the writer tries to apply the definitions of homonyms, homographs, and homophones using a table.

Homonyms Identical Different

Homophones Pronunciation Spelling

Homographs Spelling Pronunciation

Table 2.2 Homonyms

In addition, Palmer (1976:68) states that there are some homonyms and homophones that are antonyms very nearly, for example:

a. Cleave„part asunder‟, and b. Cleave„unite‟

c. Raise, and d. Raze

So it can be determined that some of homonyms (a-b) and homophones (c-d) have related meanings, even that are the opposite meaning.

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2.4 Lexical Relations

The lexical relations among homonyms and the data in this research lead to Yule (2006:104) statement that word function is not only containing and fulfilling the roles; every single word has relationship with other words. In addition to that, Kreidler (2002:86) mentions that we need to recognize some semantic relationship that two or more lexemes may have to know the meanings. In this research, the applied lexical relations are meronyms, hyponyms, synonyms, and antonyms. They are described as follow:

2.4.1 Meronyms

First type of lexical relations that are discussed in this research is meronyms. Saeed (1997:70) states that meronyms is a term of the part of the whole thing. Meronyms lead to know the part of something, for example:

a. Noseas a meronym of face;

b. Others are usual but not obligatory, like collaras a meronym of shirt; c. Still others are optional like cellarfor house.

In this research, the writer applies these three types of meronyms when the data indicates the meaning relations of meronyms. The meronyms is signed by the „less than‟ sign (<) (Murphy, 2003:9-10) to indicate that meronyms include in something. Since meronyms is a part of a whole thing, it means that nose is less than face, because noseis the part of face.

2.4.2 Hyponyms

Second type of lexical relations that are discussed in this research is hyponyms. Saeed (1997: 68) states that hyponyms is the term of being included within a group or structure. While meronyms lead to know the part of something, hyponyms lead to know the specific part of the general part, for example:

a. There are tulips in the vase. b. There are flowers in the vase.

To make it specific, (a) mentions that there are tulips in the vase, so it makes the reader knows that there no other kinds of flower except tulips in the vase. Meanwhile, (b) mentions it generally using flowers, which indicates that there may be more than one kind of flowers in the vase.

Additionally, Murphy (2003:9-10) mentions that hyponyms is also signed by „less than‟ sign (<), to indicate that hyponyms is hierarchical and asymmetrical. According to the example of hyponyms, tulips that are specific part of flowers as a general part, it can be determined that tulips are the hyponyms of flower.

2.4.3 Synonyms

Third type of lexical relations that are discussed in this research is synonyms. Palmer (1976:59) states that synonyms indicate the similarity in words meanings. In addition to that, Kreidler (2002:96) mentions synonyms as two expressions with the same reference that is used in predications when the predications have the same significance. The example of synonyms is as follow:

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a. Jack is a seaman. b. Jack is a sailor.

Based on the example, the predication has the value, which implies a job. The (a, and b) indicate the same value of job that is a job in sea. Since they have the same predication in job, and the reference of the job is in the sea. Seaman and sailor indicate synonyms. Additionally, Murphy (2003:9) is signed synonyms using the “equals” sign (=) to show the same reference in predication.

2.4.4 Antonyms

Fourth type of lexical relations that are discussed in this research is antonyms. The term of antonyms is the term of opposite meaning, so that why Palmer (1976:78) mentions that “opposite words are antonyms”. The examples of antonyms term are:

a. The road is wide here. b. The road is narrow here.

The example shows the same subject, but the predications of each sentence are different because the words wide and narrow have opposite meanings. Additionally, Murphy (2003:9) is signed antonyms using “slash” (/) between members of antonym or contrast, the sign sets signify the semantic incompatibility of the contrasting words. According to the example, wide is the antonym of narrow.

In addition to that, Kreidler (2002:101) mentions about the different kinds of antonyms, which are binary and non-binary antonyms. Binary antonyms are the

antonyms with no middle ground between the members of antonyms, for example on/off, sleep/awake, and dead/alive. The meanings of those words are clearly opposite. Meanwhile, non-binary antonyms are antonyms with middle ground. The meanings of non-binary antonyms are opposite, but there is a middle meaning between them. For example old/young, they are antonyms because their meanings are opposite. However, in the middle between young and old has another meaning, which is adult.

Based on Kreidler statement about kind of antonyms, the writer tries to figure the binary and non-binary antonyms as follow:

On figure (a), there is no space or middle ground between on and off, it means on and off is binary antonyms, because they are opposite clearly. Meanwhile, figure (b) shows a space between young and old, the space is the middle ground of old and young. The mass between young and old is adult. So, even though the meanings of old and young are opposite, they are included to non-binary antonyms.

On

Off

Old

Young

A B

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2.5 Associative Meanings

In order to find associative meanings, this research leads to Mwihaki statement (2004:131), she defines associative meanings as the connected meaning that relates to the real-world experience rather than linguistic context. Mwihaki focuses on 4 aspects of associative meanings, which the writer takes as a theory to examine the homonyms in the riddles. The aspects are described as follow:

2.5.1 Connotative Meaning

First type of associative meanings that are discussed in this research is connotative. Mwihaki defines connotation as the real-world value that is expressed by the speaker association. Connotation refers purely to what conceptual meanings are (2004:131). For example:

a. Childish thatimplies that someone is immature.

b. Youthful that infers that someone is lively and energetic.

There are some factors in considering the connotation, such as culture, historical period, social class, and the general real-life experience of the speaker. (Mwihaki, 2004:133).

2.5.2 Social Meaning

Second type of associative meanings that are discussed in this research is social. Mwihaki defines social meaning as the use of language in regulating social relations and sustaining social roles (2004:133). In social or phatic communication, social meaning is alternatively described to emphasize the

communication in social life. The example of social meaning is when a person who enjoyed going sledding as a child would associate these personal memories with the word winter, and the word would take on aspects of these positive emotions.

The social meaning also refers to the conceptual meaning. Social meaning is effective to open relations in the social purpose. However, social meaning leads to have positive effect in utterance. (Mwihaki, 2004:134).

2.5.3 Affective Meaning

Third type of associative meanings that are discussed in this research is affective. As a comparable of social meaning that refers to conceptual meaning, affective meaning indirectly leads to conceptual perception. It depends on what speaker‟s personal attitude and speaker‟s intention or feeling to the listener or target of the utterance. (Mwihaki, 2004:134). Contradictory from social meaning, the example of affective meanings is when a child picked on and was the target of snowballs during the winter, and then the word would mean something different as the word would take on aspects of these negative emotions.

Since the affective meaning indirectly leads to conceptual perception. It leads us to have negative effect in utterance. Based on speaker‟s personal attitude and intention or feeling, the listener is the target of the speaker. Affective meaning normally expresses as insult, flattery, hyperbole or sarcasm (Mwihaki, 2004:134).

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2.5.4 Collocative Meaning

Fourth type of associative meanings that are discussed in this research is collocative. Mwihaki (2004:135) defines collocation as the united of meaning expression, collocative meaning figures out as unitary wholes of expressions. There are several examples of collocative meaning as follow:

a. Heavy news „a piece of sad news‟

b. Fast colour „the colour that does not fade‟

According to the examples, the expression heavy figures out as a piece of sad, and the expression fast figures out as not fade. Later the expressions are decoded as unitary wholes of expression, it produce the new idea of expression.

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This chapter deals with the research object and research method, including the techniques and procedures of collecting and analysing the data as well.

3.1 Research Object

The object of this research is homonyms riddles taken from a book entitled

Eight Ate: A Feast of Homonyms Riddles (1982) by Marvin Terban. The writer chooses the book as the data source since it contains the selected data indicating the homonyms that are used in riddles.

3.2 Research Method

In this research, the research method used is descriptive method. According to Ariola:

“The purpose of the descriptive method is to describe “what is”. It deals with the prevailing condition of objects, people, and

events”(2006: 47).

Thus, the writer concludes that the descriptive method is conducted by analysing and describing the data based on the presented theory. In this research, the writer classifies the data based on the syntactic categories of homophones in the data. Then, the writer analyses the data based on its lexical relations and associative meanings.

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3.2.1 Data Collection

The process of collecting data goes along with some procedures as follows:

1. Choosing data source

Firstly, the writer chooses the data source. In this research, the book entitled Eight Ate: A Feast of Homonyms Riddles by Marvin Terban is chosen as the data source because this book contains homonyms as a part of riddles. The homonyms that are contained in the data source are all homonyms with the same pronunciation but with different spelling.

2. Selecting the data

Secondly, the writer selects the data from the data source. There are thirty selected data are chosen by the writer. The selected data are based on the representative data to classify and analyse. In addition, the selected data are all homophones.

3. Classifying the data

Thirdly, the writer classifies the data based on its syntactic category. Eight classifications which have already found are homophones formed by noun-noun, adjective-noun, verb-noun, pronoun-verb, pronoun-verb-adverb, verb-adverb-noun, verb-adverb, and article-noun.

4. Analyzing the data

Finally, the selected data are selected to be analysed to find the lexical relations and to find associative meanings involved in the homophones within the data, there are twenty data selected to be analysed.

3.2.2 Data Analysis

After the data has been collected, there are several procedures which are implemented to analyse the data. First, the writer examines the homophones to provide the same pronunciation produced using Oxford Advanced Learner’s

Dictionary by A S Hornby (2000), and provide the syntactic categories based on the dictionary. In this process, the writer takes the homophones contained in the data. Second, the writer determines the lexical relations of the data. The writer analyses the lexical relations according to question unit with question unit, question unit with answer unit, and answer unit with answer unit. In this process, the writer also provides the semantic features to share the basic meaning to the reader. Eventually, the writer analyzes associative meanings involved in the homophones. In the way the writer analyses the lexical relations and associative meanings, the writers examines the units that have relation in the data with semantics feature to share the basic meaning. This process is conducted to describe the lexical relations found in the data and to show the associative meanings of the homophones within the data.

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There is an example of data analysis of the homophones:

What did the teacher say to Orville when his letters slanted too much to the left? "Write right, Wright!"

writeverb rightadverb wrightnoun

In this data, the homophones found are „write‟, „right‟ and „Wright‟, they share the same pronunciation, which is /raɪt_{/. First, we have to know what} „write‟, „right‟and „Wright‟ are; „write‟ indicates to make letters or numbers on a surface, especially using a pen or a pencil; „right‟ indicates on or to the right side; Wright indicates Family name of brothers Orville (1871–1948) and Wilbur (1867–1912), US aviation pioneers. In 1903, the Wright brothers were the first to make brief sustained and controlled powered flights in an airplane, which was designed and built by them. They were also the first to make and fly a practical powered airplane 1905 and a passenger-carrying airplane 1908. These homophones are formed as a sentence, which the structure is „write‟ as a transitive verb, „right‟ as an adverb and „Wright‟ as a complement, and makes an imperative sentence; since the purpose of the homophones substitutes the information that is contained in the question unit. The question unit asks „what did the teacher say‟ an expression “to Orville when his letters slanted too much to the left?” then to shorten the expression and produce an imperative sentence, the expression becomes “Write right, Wright!”

The lexical relation found in this data is antonymy, to share the basic meaning, semantic features are included:

„Right‟, which appears on the answer unit, indicates on or to the right side, not about the properly on something, while „left‟ indicates the left side or direction. From the conceptual meanings of „right‟ and „left‟, they show that they have contrasted on the direction. So it can be determined that they are antonyms, non-binary antonym because there is a middle ground between „right‟ and „left‟, which is centre.

The associative meaning found in this data is social and affective meaning; in phatic communication, when somebody makes a wrong action, there are many expressions to tell that are wrong. In this case, Orville writes letter slanted too much to the left, so that the teacher tells him to „write right‟. The expression „write right‟ is going to be different for each person who uses the word. In this case, the author uses the expression to tell the reader that Orville have to write the letter not slanted too much to the left, so he uses right. The other option of „right‟ usage in writing is to write exactly, but the possibilities have a correlation, because when somebody write slanted too much to the left then the teacher reprimands that means that the writing is wrong, and to fix the problem is writing exactly to right. It is important to remember that each individual will have a different affective meaning for a word. As such, only the person using a word will be aware of the particular affective meaning that they hold with the word.

25 CHAPTER IV

FINDING AND DISSCUSSION

This chapter gives a deeper explanation about the analysis of data based on the classifications. The data are analysed based on the construction and meaning. The analyzed data are divided into two classifications based on their syntactic categories.

4.1. Homophones of the same syntactic category

This classification contains of homophones, which have the same syntactic category. In this classification, only one sub-classification found. Further, five data in this sub-classification are formed from two same word classes.

Noun – Noun Data 1

What is the loud, sad crying of the biggest animal in the ocean? A whale wail.

whalenoun wailnoun

In this data, the homophones „whale‟ and „wail‟ have the same pronunciation, which is /weɪl/. The question unit asks „what is‟ about some information. There are piece of information are mentioned, which are „the loud, sad crying‟ and „the biggest animal in the ocean‟, since both of mentioned information indicate noun, they form a noun phrase, which is „the biggest‟ as a head and „the loud sad crying‟ as a modifier of a noun phrase in the question unit.

From the question unit that asks „what is‟, the answer indicates noun phrase „a whale wail‟, which „wail‟ as a head and „whale‟ as a modifier. Although these homophones indicate a phrase, these homophones produce a sentence, declarative sentence with subject and predicate are hidden. That is because these homophones quite complete the information, which is needed by the question unit.

The lexical relations found in this data are synonym and hyponym; to share the basic meaning, semantic features are included:

a. Crying („+action‟„-animate‟) = wail („+action‟ „animate‟) b. Whale („-action‟ „+animate‟) < animal („-action‟ „+animate‟)

„Wail‟ indicates a long loud high cry, especially one expressing pain or sadness. From the conceptual meaning of „wail‟, it shows that „wail‟ and „crying‟ are synonymy, since they together indicate the way to express pain or sadness. Further, „whale‟ indicates a very large animal that lives in the sea and looks like very large fish. It can be determined that „whale‟ is hyponym of „animal‟, which lives in the sea and has the biggest size as mentioned in the question unit.

The associative meanings found in this data are connotative and collocative meanings. According to the question unit that asks about „what is‟, the homophones in the answer unit express „whale wail‟ to substitute „the loud, sad crying of the biggest animal in the ocean‟. So it can be determined that „whale‟ is neutral connotation to express „the biggest animal in the ocean‟, and „wail‟ is neutral connotation to express „the loud, sad crying‟. The expression a whale wail can be indicated as collocative of the person who is feeling bad, especially the

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way he/she expresses sad or pain. So it can be said that he/she is feeling sad like a whale wail.

Data 2

What do you use to make blossom bread and petal pie? Flower flour.

flowernoun flournoun

In this data, the homophones „flower‟ and „flour‟ have the same pronunciation, which is /ˈflaʊə(r)/. The question unit asks „what do you use to make‟ about some information. There are piece of information are mentioned, which are „blossom bread‟ and „petal pie‟, since the mentioned information indicate noun, they form a noun phrase, which is „bread‟ as a head of „blossom bread‟ and „pie‟ as a head of „petal pie‟. From the question unit that asks „what do you use to make‟, the answer indicates noun phrase „flower flour‟, which „flour‟ as a head and „flower‟ as a modifier. Although these homophones indicate a phrase, these homophones produce a sentence, declarative sentence with subject and predicate are hidden. That is because these homophones quite complete the information, which is needed by the question unit.

The lexical relations found in this data are synonym, hyponym and meronyms; to share the basic meaning, semantic features are included:

a. Blossom („-animate‟ „+plant‟) = flower („-animate‟ „+plant‟) b. Petal („-animate‟ „+plant‟) < flower („-animate‟ „+plant‟) c. Pie („-animate‟ „-plant‟) < bread („-animate‟ „-plant‟) d. Flour („-animate‟ „-plant‟) < bread („-animate‟ „-plant‟)

„Blossom‟ indicates a „flower‟ or a mass of flowers, especially on a fruit tree or bush. From the conceptual meaning of „blossom‟, it shows that „blossom‟ and „flower‟ are synonymy. Forward, „pie‟ indicates fruit baked in a dish with pastry on the bottom, sides and top. It shows that „pie‟ is hyponym of bread. On the other word, pie is a kind of bread. Since „petal‟ indicates a delicate coloured part of a flower, it can be said that „petal‟ is meronym of „flower. In addition, „bread‟ indicates a type of food made from flour. It also makes „flour‟ can be determined as a meronym of bread.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „what do you use to make‟, the homophones in the answer unit express „flower flour‟ to substitute „blossom bread‟ and „petal pie‟. So it can be determined that „flower flour‟ is neutral connotation to express both „blossom bread‟, and „petal pie‟ as well.

Data 3

What is rabbit fur? Hare hair. harenoun hairnoun

In this data, the homophones „hare‟ and „hair‟ have the same pronunciation, which is /heə(r)/. The question unit asks „what is‟ about some information. There are piece of information are mentioned, which are „rabbit‟ and „fur‟, since „rabbit‟ and „fur‟ are noun, they form a noun phrase, which „fur‟ as a head and „rabbit‟ as a modifier. From the question unit that asks „what is‟, the answer indicates noun phrase „hare hair‟, which is „hair‟ as a head and „hare‟ as a

29

modifier. Although these homophones indicate a phrase, these homophones produce a sentence, declarative sentence with some subject and predicate are hidden. That is because these homophones are quite completing the information, which is needed by the question unit.

The lexical relations found in this data are synonyms and meronyms; to share the basic meaning, semantic features are included:

a. Rabbit („+animate‟ „+animal‟) = hare („+animate‟ „+animal‟) b. Fur („-animate‟ „-animal‟) = hair („-animate‟ „-animal‟) c. Fur („-animate‟ „-animal‟) < rabbit („+animate‟ „+animal‟) d. Hair („-animate‟ „-animal‟) < hare („+animate‟ „+animal‟)

„Hare‟ indicates an animal like a large „rabbit‟ with very strong back legs that can run very fast. From the conceptual meaning of „hare‟, it shows that „hare‟ and „rabbit‟ are synonymy. Forward, „fur‟ indicates the soft thick mass of „hair‟ that grows on the body of some animals. It also shows that „fur‟ and „hair‟ are synonymy. Since „hare‟ and „rabbit‟ indicate to the same kind of animal, and „fur‟ and „hair‟ indicate to soft thick mass growing on some animal‟s body. So it can be determined that „fur‟ and „hair‟ are meronym of „rabbit‟ and „hare‟ because „fur‟ and „hair‟ are soft thick mass that grow on „rabbit‟ and „hare‟ body.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „what is‟, the homophones in the answer unit express „hare hair‟ to substitute „rabbit fur‟. So it can be determined that „hare‟ is neutral connotation to express „rabbit‟, and „hair‟ is neutral connotation to express „fur‟.

Data 4

What is clam strength? Mussel muscle.

musselnoun musclenoun

In this data, the homophones „mussel‟ and „muscle‟ have the same pronunciation, which is /ˈmʌsl/. The question unit asks „what is‟ about some information. There are pieces of information are mentioned, which are „clam‟ and „strength‟, since „clam‟ and „strength‟ are noun, they form a noun phrase, which „strength‟ as a head and „clam‟ as a modifier. From the question unit that asks „what is‟, the answer indicates noun phrase „mussel muscle‟, which is „muscle‟ as a head and „mussel‟ as a modifier. Although these homophones indicate a phrase, these homophones produce a sentence, declarative sentence with some subject and predicate are hidden. That is because these homophones are quite completing the information, which is needed by the question unit.

The lexical relations found in this data are synonyms and meronyms; to share the basic meaning, semantic features are included:

a. Clam („+animate‟ „+animal‟) = mussel („+animate‟ „+animal‟) b. Strength („-animate‟ „-animal‟) = muscle („-animate‟ „-animal‟) c. Strength („-animate‟ „-animal‟) < clam („+animate‟ „+animal‟) d. Muscle („-animate‟ „-animal‟) < mussel („+animate‟ „+animal‟)

„Mussel‟ indicates a small shellfish that can be eaten, with a black shell in two parts. From the conceptual meaning of „mussel‟, it shows that „mussel‟ and „clam‟ are synonyms. Forward, „muscle‟ indicates physical „strength‟. It also shows that „muscle‟ and „strength‟ are synonyms. Since „mussel‟ and „clam‟

31

indicate to the same kind of animal, and „fur‟ and „hair‟ indicate to physical strong. So it can be determined that „strength‟ and „muscle‟ are meronym of „clam‟ and „mussel‟ because „strength‟ and „mussel‟ are the physical strong of „clam‟ and „mussel‟.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „what is‟, the homophones in the answer unit express „mussel muscle‟ to substitute „clam strength‟. So it can be determined that „mussel‟ is neutral connotation to express „clam‟, and „muscle‟ is neutral connotation to express „strength‟.

Data 5

What do you call a hot drink on the golf course? Tee tea.

teenoun teanoun

In this data, the homophones „tee‟ and „tea‟ have the same pronunciation, which is /tiː/. The question unit asks „what do you call‟ about some information. There are pieces of information are mentioned, which are „a hot drink‟ and „the golf course‟, since both of mentioned information indicate noun, they form a noun phrase, which „drink‟ as a head of „a hot drink‟and „course‟ as a head of „the golf course‟. From the question unit that asks „what do you call‟, the answer indicates noun phrase „tee tea‟, which is „tea‟ as a head and „tee‟ as a modifier. Although these homophones indicate a phrase, these homophones produce a sentence, declarative sentence with subject and predicate are hidden. That is because these

homophones are quite completing the information, which is needed by the question unit.

The lexical relations found in this data are hyponym and meronym; to share the basic meaning, semantic features are included:

a. Tea („-animate‟ „-action‟) < drink („-animate‟ „+action‟) b. Tee („-animate‟ „-action‟) < golf („-animate‟ „-action‟)

„Tea‟ indicates a hot drink made by pouring boiling water onto tea leaves. From the conceptual meaning of „tea‟, it shows that „tea‟ is hyponym of drink, which is supported by adjective „hot‟ in the question unit and it is relating to the conceptual meaning. Forward, „tee‟ indicates a flat area on a „golf‟ course from which players hit the ball. So it can be determined that „tee‟ ismeronym of „golf‟ because „tee‟ is a part of a golf course, which is the spot of players to hit the ball.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „what do you call‟, the homophones in the answer unit express „tee tea‟ to substitute „a hot drink on the golf course‟. So it can be determined that „tee‟ is neutral connotation to express „the golf course‟, and „tea‟ is neutral connotation to express „a hot drink‟.

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4.2. Homophones of different syntactic categories

This classification contains of homophones, which have the different syntactic categories. In this classification, seven sub-classifications found. Further, seventeen data in this sub-classifications are formed from two or three different word classes.

4.2.1. Adjective – Noun Data 6

What is a large animal with thick fur but no clothes on?A bare bear. bareadjective bearnoun

In this data, the homophones „bare‟ and „bear‟ have the same pronunciation, which is /beə(r)/. The question unit asks „what is‟ about some information. There are piece of information are mentioned, which are „a large animal with thick fur‟, since both of mentioned information indicate noun phrase, which is „animal‟ as a head of „a large animal‟. They form a noun phrases and mention some characteristic „no clothes on‟, which indicates an adjective. From the question unit that asks „what is‟, the answer indicates noun phrase „a bare bear‟, which is „bear‟ as a head and „bare‟ as a modifier for substituting the characteristic that is mentioned in the question unit. Although these homophones indicate a phrase, these homophones produce a sentence, declarative sentence with some subject and predicate are hidden. That is because these homophones quite complete the information, which is needed by the question unit.

The lexical relations found in this data are hyponym and meronym; to share the basic meaning, semantic features are included:

a. Bear („+animate‟ „+animal‟) < animal („+animate‟ „+animal‟) b. Fur („-animate‟ „-animal‟) < bear („+animate‟ „+animal‟)

„Bear‟ indicates a heavy wild „animal‟ with thick fur and sharp claws. From the conceptual meaning of „bear‟, it shows that „bear‟ is hyponym of animal, which is supported by adjective „large‟ in the question unit and it is relating to the conceptual meaning. Forward, „fur‟ indicates the soft thick mass of hair that grows on the body of some animals. So it can be determined that „fur‟ is meronym of „bear‟ because „fur‟ and are soft thick mass that grow on „bear‟ body.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „what is‟, the homophones in the answer unit express „a bare bear‟ to substitute „a large animal with thick fur but no clothes on‟. So it can be determined that „bare‟ is neutral connotation to express „no clothes on‟, and „bear‟ is neutral connotation to express „a large animal with thick fur‟.

Data 7

What is a reddish-purple vegetable that is all worn out? A beat beet.

beatadjective beetnoun

In this data, the homophones „beat‟ and „beat‟ have the same pronunciation, which is /biːt/. The question unit asks „what is‟ about some information. There are piece of information are mentioned, which are „a reddish

-35

purple vegetable‟, since both of mentioned information indicate noun phrase, which „vegetable‟ as a head of „a reddish-purple vegetable‟. They form a noun phrases and mention some characteristic „all worn out‟, which indicates an adjective. From the question unit that asks „what is‟, the answer indicates noun phrase „a beat beet‟, which is „beet‟ as a head and „beat‟ as a modifier for substituting the characteristic that is mentioned in the question unit. Although these homophones indicate a phrase, these homophones produce a sentence, declarative sentence with some information hidden. That is because these homophones quite complete the information, which is needed by the question unit.

The lexical relations found in this data are hyponym and synonyms; to share the basic meaning, semantic features are included:

a. Beet („-state‟ „+plant‟) < vegetable („-state‟ „+plant‟) b. worn out („+state‟ „-plant‟) = beat („+state‟ „-plant‟)

„Beet‟ indicates a plant with a root that is used as „vegetable‟, especially for feeding animals or making sugar. From the conceptual meaning of „beet‟, it shows that „beet‟ is hyponymy of vegetable, which is supported by adjective „reddish-purple‟ as the colour of the vegetable itself. Forward, „beat‟ as an adjective indicates completely exhausted. So it can be determined that „beat‟ is synonym of „worn out‟ because „worn out‟ also indicates exhausted.

The associative meanings found in this data are connotative and collocative meanings. According to the question unit that asks about „what is‟, the homophones in the answer unit express „a beat beet‟ to substitute „a reddish

-purple that is all worn out‟. So it can be determined that „beat‟ is negative connotation to express „all worn out‟, and „beet‟ is neutral connotation to express „a reddish-purple vegetable‟. Collocatively, the expression a beat beet can be indicated as the person who is feeling exhausted. So it can be said that he/she exhausted like a beat beet.

Data 8

What do you call a less expensive bird? A cheaper cheeper.

Cheaperadjective cheepernoun

In this data, the homophones „cheaper‟ and „cheeper‟ have the same pronunciation, which is /tʃiːper/. The question unit asks „what do you call‟ about some information. There are piece of information are mentioned, which are „bird‟, and some characteristic „a less expensive‟. They form a noun phrase, which indicates chicken as a head and less expensive as a modifier. From the question unit that asks „what do you call‟, the answer indicates noun phrase „a cheaper cheeper‟, which is „cheeper‟ as a head and „cheaper‟ as a modifier for substituting the characteristic that is mentioned in the question unit. Although these homophones indicate a phrase, these homophones produce a sentence, declarative sentence with subject and predicate are hidden. That is because these homophones quite complete the information, which is needed by the question unit.

The lexical relations found in this data are antonym and hyponym; to share the basic meaning, semantic features are included:

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a. expensive („-animate‟ „+state‟ „-animal‟) / cheaper („-animate‟ „+state‟ „-animal‟)

b. cheeper („+animate‟ „-state‟ „+animal‟) < bird („+animate‟ „-state‟ „+animal‟)

„Cheaper‟ indicates costing little money or less money than you expected. While „expensive‟ indicates costing a lot of money. From the conceptual meanings of „cheaper‟ and „expensive, they show that they are antonyms, non-binary antonym because there is a middle ground between expensive and cheaper. Forward, „cheeper‟ indicates young bird. So it can be determined that „cheeper‟ is hyponym of „bird‟.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „what do you call‟, the homophones in the answer unit express „a cheaper cheeper‟ to substitute „a less expensive bird‟. So it can be determined that „cheaper‟ is neutral connotation to express „less expensive‟, and „cheeper‟ is neutral connotation to express „bird‟.

Data 9

What do you call a smelly chicken? A foul fowl.

fouladjective fowlnoun

In this data, the homophones „foul‟ and „fowl‟ have the same pronunciation, which is /faʊl/. The question unit asks „what do you call‟ about some information. There are piece of information are mentioned, which are „chicken‟, and mention some characteristic „smelly‟. They form a noun phrase,

which indicates bird as a head and smelly as a modifier. From the question unit that asks „what do you call‟, the answer indicates noun phrase „a foul fowl‟, which is „fowl‟ as a head and „foul‟ as a modifier for substituting the characteristic that is mentioned in the question unit. Although these homophones indicate a phrase, these homophones produce a sentence, declarative sentence with subject and predicate are hidden. That is because these homophones quite complete the information, which is needed by the question unit.

The lexical relations found in this data are synonym and hyponym; to share the basic meaning, semantic features are included:

a. smelly („-animate‟ „+state‟ „-animal‟) = foul („-animate‟ „+state‟ „ -animal‟)

b. fowl („+animate‟ „-state‟ „+animal‟) < chicken („+animate‟ „-state‟ „+animal‟)

„Foul‟ indicates dirty and smelling bad. From the conceptual meaning of „foul‟, since they share the same word classes and the information of having an unpleasant smell, it show that „foul‟ and „smelly‟ are synonyms. Forward, „fowl‟ indicates a bird that is kept for its meat and eggs, for example a „chicken‟. While chicken is also a kind of bird that the meat and eggs are used to eat, it can be determined that „fowl‟ and „chicken‟ are synonyms.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „what do you call‟, the homophones in the answer unit express „a foul fowl‟ to substitute „a smelly chicken‟. So it can

39

be determined that „foul‟ is negative connotation to express „smelly‟, and „fowl‟ is neutral connotation to express „chicken‟.

Data 10

What did the fancy flying machine call the undecorated one? A plain plane.

plainadjective planenoun

In this data, the homophones „plain‟ and „plane‟ have the same pronunciation, which is /pleɪn/. The question unit asks „what did … call‟ about some information. There are piece of information are mentioned, which are „the fancy flying machine‟, and some characteristic „the undecorated one‟. They form a noun phrase, which indicates „machine‟ as a head for each phrase; machine as a head of „the fancy flying machine‟ and machine as a head of „the undecorated one‟, one here refers to „the fancy flying machine. From the question unit that asks „what did … call‟, the answer indicates noun phrase „a plain plane‟, which is „plane‟ as a head and „plain‟ as a modifier for substituting the characteristic that is mentioned in the question unit. Although these homophones indicate a phrase, these homophones produce a sentence, declarative sentence with subject and predicate are hidden. That bis ecause these homophones quite complete the information, which is needed by the question unit.

The lexical relations found in this data are synonym and meronym; to share the basic meaning, semantic features are included:

a. machine („+animate‟ „-state‟ „+object‟) < plane („+animate‟ „-state‟ „+object‟)

b. undecorated („-animate‟ „+state‟ „-object‟) = plain („-animate‟ „+state‟ „-object‟)

„Plane‟ indicates a flying vehicle with wings and one or more engines. From the conceptual meaning of „plane‟, which has one or more engines, it means that „engine‟ is a part of the plane, so it can be said that „engine‟ is a meronym of „plane‟. Forward, „plain‟ indicates not decorated or complicated. According to the conceptual meaning, not decorated and undecorated are related. So it can be determined that „plain‟ and „undecorated‟ are synonym.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „what did …call‟, the homophones in the answer unit express „a plain plane‟ to substitute „the fancy flying machine‟ and „the undecorated one‟. So it can be determined that „plain‟ is negative connotation to express „the undecorated one‟, and „plane‟ is neutral connotation to express „the fancy flying machine‟.

4.2.2. Verb – Noun Data 11

How do you say, "Run away, small jumping insect that lives on a dog!"? "Flee,

flea!"

fleeverb fleanoun

In this data, the homophones „flee‟ and „flea‟ have the same pronunciation, which is /fliː/. The question unit asks „how do you say‟ about some information. There are piece of information are mentioned, which are „run away‟, which

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indicate the act of this expression and „small jumping insect that lives on a dog‟. They form a verb phrase, which indicates „run away‟ as a head of the phrase. From the question unit that asks „how do you say‟, the answer produces verb phrase „flee, flea!‟, which is „flee‟ as a head and „flea‟ as a modifier for substituting the characteristic that is mentioned in the question unit. These homophones produce a sentence, imperative sentence; flee occupies the position of verb and flea occupies the position of complement, and the exclamation mark (!) indicates the expression to be imperative sentence. In addition, these homophones well complete the information that is needed by the question unit.

The lexical relations found in this data are synonym and meronym; to share the basic meaning, semantic features are included:

a. flee („-animate‟ „+action‟) = run away („-animate‟„+action‟) b. flea („+animate‟ „-action‟) < insect („+animate‟ „-action‟)

„Flee‟ indicates to leave a person or place very quickly, especially because you are afraid of possible danger. From the conceptual meaning of „flee‟, which to leave a place very quickly, it means that „run away‟ and „flee‟ are synonyms. Forward, „flea‟ indicates a very small jumping insect without wings that bites animals and humans and sucks their blood. According to the conceptual meaning, since „flea‟ is a kind of insect, so it can be determined that „flee‟ is hyponym of „insect‟.

The associative meaning found in this data is affective meaning; the word „flea‟ is going to be different for each person who uses the word. It could mean literary or denotative or vice versa; „flea‟ as an insect, or „flea‟ as a troublemaker.

So it is important to remember that each individual will have a different affective meaning for a word. As such, only the person using a word will be aware of the particular affective meaning that they hold with the word.

Data 12

How did the plate introduce the potatoes to the steak? "Meet meat!"

meetverb meatnoun

In this data, the homophones „meet‟ and „meat‟ have the same pronunciation, which is /miːt/. The question unit asks „how did … introduce the potatoes to …‟ about some information. There are piece of information are mentioned, which are „the plate‟, which indicate the expresser and „the steak‟ which indicates the target of „the plate‟. From the question unit that asks „how did … introduce the potatoes to …‟, the answer produces verb phrase „meet meat‟, which is „meet‟ as a head and „meat‟ as a modifier for substituting the characteristic that is mentioned in the question unit. These homophones produce a sentence, imperative sentence; meet occupies the position of verb and meat occupies the position of object, and the exclamation mark (!) indicates the expression to be imperative sentence. In addition, these homophones well complete the information that is needed by the question unit.

The lexical relations found in this data are synonym and meronym; to share the basic meaning, semantic features are included:

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b. potatoes („-animate‟ „+object‟) < steak („-animate‟ „+object‟) < plate („-animate‟ „+object‟)

„Meat‟ indicates the flesh of an animal or a bird eaten as food. From the conceptual meaning of „meat‟, it relates to the conceptual meaning of steak, which is a thick slice of any type of meat. So it can be said that „steak‟ and „meat‟ are synonyms. Forward, „steak‟ is served in a plate with potatoes. So it can be determined that „potatoes‟ are meronym of „steak‟, then „steak‟ is meronym of plate.

The associative meanings found in this data are connotative and collocative meanings. Connotatively, the expression meat in „meet meat!‟ substitutes „the steak‟ in the question unit. So it can be determined that „meat‟ is neutral connotation for „the steak‟. In addition, the expression „meet meat!‟ can be indicated as the situation when person has never eat meet, then he/she has a chance to eat meat, so he/she will say „meet meat!‟.

Data 13

What does the man who looks at oceans do all day? Sees seas.

Seesverb seasnoun

In this data, the homophones „sees‟ and „seas‟ have the same pronunciation, which is /siːs/. The question unit asks „what does the man who‟ about some information. There are piece of information are mentioned in the question unit, which are „looks‟, which indicate „the man‟ act and „ocean‟ which indicates the object of the action of „the man‟. From the question unit that asks

„what does the man who‟, the answer produces verb phrase „sees seas‟, which is „sees‟ as a head and „seas‟ as a modifier for substituting the information that is mentioned in the question unit. These homophones produce a sentence, declarative sentence; sees occupies the position of verb and seas occupies the position of object. In addition, these homophones well complete the information that is needed by the question unit.

The lexical relations found in this data are synonym and meronym; to share the basic meaning, semantic features are included:

a. sees („-animate‟ „-object‟ „+action‟) = looks („-animate‟ „-object‟ „+action‟)

b. seas („+animate‟ „+object‟ „-action‟) = ocean („+animate‟ „+object‟ „ -action‟)

„Sees‟ indicates to become aware of somebody/something by using your eyes. From the conceptual meaning of „sees‟, it relates to the conceptual meaning of look, which are action using eyes. So it can be said that „sees‟ and „looks‟ are synonym. Forward, „seas‟ is the salt water that covers most of the earth‟s surface and surrounds its continents and islands. The denotation of „seas‟ also relates to the denotation of „ocean‟, which includes the salt water. So it can be determined that „seas‟ are synonym of „ocean‟.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „what does the man who‟, the homophones in the answer unit express „sees seas‟ to substitute „looks‟ and

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„ocean‟. So it can be determined that „seas‟ is neutral connotation to express „looks‟, and „seas‟ is neutral connotation to express „ocean‟.

Data 14

If four couples went to a restaurant, how many people dined? Eight ate.

eightnoun ateverb

In this data, the homophones „eight‟ and „ate‟ have the same pronunciation, which is /eɪt/. The question unit asks „how many‟ about some information. There are piece of information are mentioned in the question unit, which are „four people‟, which indicate „how many‟ who did the act and „dined‟ which indicates the act of the „four people. From the question unit that asks „how many‟, the answer produces sentence „eight ate‟, which is „eight‟ as a subject and „ate‟ as a past form of eat, for substituting the information that is mentioned in the question unit. In addition, this homophones make a declarative sentence; since the purpose of the homophones substitutes the information that is contained in the question unit, even so „ate‟ is a transitive verb that requires one or more objects, when „four people‟ is substituted by „eight‟ and „dined‟ is substituted by „ate‟ is quite enough to answer the question unit.

The lexical relations found in this data are synonym and meronym; to share the basic meaning, semantic features are included:

a. ate („-animate‟ „-human‟ „+action‟) = dined („-animate‟ „-human‟ „+action‟)

b. people („+animate‟ „+human‟ „-action‟) < couple („+animate‟ „+human‟ „-action‟)

„Ate‟ indicates to put food in your mouth, chew it and swallow it. From the conceptual meaning of „ate‟, it relates to the conceptual meaning of „dined‟, which is to „eat‟ a dinner. So it can be said that „ate‟ and „dined‟ are synonyms, beside of the tenses that use past participle tense. Forward, „couple‟ indicates two people or things. The denotation of „couple‟ shows that people is the part of people, so it means that people is meronym of couple, because there are two people in a couple.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „how many‟, the homophones in the answer unit express „eight ate‟ to substitute „4 couples‟ and „dinned‟. So it can be determined that „eight‟ is neutral connotation to express „4 couples‟, and „ate‟ is neutral connotation to express „dinned‟.

Data 15

Why didn't the cloud of very fine drops wet us? The mist missed.

mistnoun missedverb

In this data, the homophones „mist‟ and „missed‟ have the same pronunciation, which is /mɪst/. The question unit asks „why‟ about some information. There are piece of information are mentioned in the question unit, which are „the cloud of very fine‟, which indicate the expresser of the act and „missed‟ which indicates the act of the „the cloud of very fine‟. From the question

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unit that asks „why‟, the answer produces sentence „the mist missed‟, which is „the mist‟ as a subject and „missed‟ as a past form of miss, for substituting the information that is mentioned in the question unit. In addition, these homophones make a declarative sentence. Since the purpose of the homophones substitutes the information that is contained in the question unit, even so „missed‟ is a transitive verb that requires one or more objects, when „the cloud of very fine‟ is substituted by „the mist‟ and „didn‟t drops‟ is substituted by „missed‟ is quite enough to answer the question unit.

The lexical relation found in this data is synonym; to share the basic meaning, semantic features are included:

a. cloud („+animate‟ „+object‟) = mist („+animate‟ „+object‟)

„Mist‟ indicates a „cloud‟ of very small drops of water in the air just above the ground, to make it difficult to see. From the conceptual meaning of „mist‟, it relates to the conceptual meaning of „cloud‟, which indicates a grey or white mass made of very small drops of water, that float in the sky. So it can be determined that „mist‟ and „cloud‟ are synonyms; the related things are „very small drops of water‟, and „floating above the ground‟, „in the sky‟ means the position is above the ground too.

The associative meaning found in this data is connotative meaning. According to the question unit that asks about „why‟, the homophones in the answer unit express „mist missed‟ to substitute „the cloud of very fine‟and „didn‟t drop wet us‟. So it can be determined that „mist‟ is neutral connotation to express

„the cloud of the very fine‟, and „missed‟ is negative connotation to express „didn‟t drop wet us‟.

4.2.3. Pronoun – Verb Data 16

What would we do if we found bad plants spoiling our lawn? We'd weed.

We‟dpronoun+verb weedverb

In this data, the homophones found are „we‟d‟ and „weed‟, they have the same pronunciation, which is /wiːd/. First, we have to know what „we‟d‟ and „weed‟ are; we‟d indicates a combination of „we‟ that is another person or other people and „would‟ that is taken the last letter, which used as the past form of will when reporting what somebody has said or thought. The pronunciations are combined from we /wiː/ + woul[d] /d/ = /wiːd/. Weed indicates to take out weeds from the ground. These homophones are formed as a sentence, which the structure is „we‟ as a subject and „would weed‟ as a past future participle verb, and makes a declarative sentence. since the purpose of the homophones substitutes the information that is contained in the question unit, when the question unit asks „what would we do‟ then that is answered by „we‟d‟ and since the question unit asks „what would we do if we found bad plants spoiling our lawn?‟. The subject we and modal verb would need an action to complete the sentence. Then, the best action to do when „we found bad plants spoiling our lawn‟ and to produce the same pronunciation with the subject and the modal verb that are combined is „weed‟.

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The lexical relation found in this data is meronym; to share the basic meaning, semantic features are included:

a. plant („-animate‟ „+object‟) < lawn („-animate‟ „+object‟)

„Plant‟ indicates a living thing that grows in the earth and usually has a stem leaves and roots, especially one that is smaller than a tree or bush. From the conceptual meaning of „plant‟, it has a relation with lawn, which indicates an area of ground covered in short grass in a garden/yard or park, or used for playing a game. It can be determined that „plant‟ sometimes grows on „lawn‟, so „plant‟ is a meronym of „lawn‟.

The associative meaning found in this data is affective meaning; the action „weed‟ is going to be different for each person who uses the word. The author says „if we found bad plants spoiling our lawn‟, and then asks „what would we do‟. It means that the author would weed when found bad plants spoiling our lawn. The author uses „we‟ and „our‟ for generalizing. It is important to remember that each individual will have a different affective meaning for a word. As such, only the person using a word will be aware of the particular affective meaning that they hold with the word.

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answered by „hear‟ to substitute „listen‟ and since the question unit needs the additional information of place and supports with the information „if you don't listen over there‟. The predicate „hear‟ needs an adverb of place to complete the sentence, then the best adverb for „If you don't listen over there‟ and to produce the same pronunciation with the predicate is „here‟.

The lexical relations found in this data are synonym and antonym; to share the basic meaning, semantic features are included:

a. Listen („-animate‟ „+action‟ „-state‟) = hear („-animate‟ „+action‟ „ -state‟)

b. Here („-animate‟ „-action‟ „+state‟) / there („-animate‟ „-action‟ „+state‟)

c. here („-animate‟ „-action‟ „+state‟) / there („-animate‟ „-action‟ „+state‟)

„Hear‟ indicates to be aware of sounds with your ears. From the conceptual meaning of „hear‟, it relates to the conceptual meaning of „listen‟, which indicates sounds aware using ear. So it can be determined that „hear‟ and „listen‟ are synonyms. „There‟ and „here‟ share the same conceptual meaning, which indicates in, at or to that place or position. It can be said they are synonyms. But if we see them in the position itself, they will have contrasted each other. So it can be determined that „there‟ and „here‟ are also antonyms, binary antonym, it because there is no middle ground of them.

The associative meaning found in this data is social meaning; people don't usually talk to themselves. They talk to other people and their talk has social

meaning. In this data, imagine that there is a conversation between 3 people, but there are just two of them who have conversation, then the rest wants to be listened, then he/she would say “hear here!

4.2.7. Article – Noun Data 20

What did the math student shout when he added up all the numbers? "Some sum!" Somearticle sumnoun

In this data, the homophones found are „some‟ and „sum‟. They have the same pronunciation, which is /səm/. First, we have to know what „some‟ and „sum‟ are; „some‟ used with uncountable nouns or plural countable nouns to mean „an amount of‟ or „a number of‟, when the amount or number is not given. „Sum‟ indicates the number you get when you add two or more numbers together.

These homophones are formed as a phrase, a noun phrase. However, this phrase indirectly produces an imperative sentence, because the sentence leads to an order of something and ends with an exclamation mark (!). The exclamation mark is used to express word „shout‟ in the question unit. Since the purpose of the homophones substitutes the information that is contained in the question unit. There are two components in question unit that makes the homophones appear; „some‟ pops up because it is a determiner for uncountable nouns or plural countable nouns. In this case, „all the numbers‟ is what makes determiner „some‟ appears; then „sum‟ pops up because there is information in the question unit that

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mentions „the math student‟ and „added‟, when you add all the numbers then you do „sum‟.

The lexical relation found in this data is meronym; to share the basic meaning, semantic features are included:

a. sum („-animate‟ „+action‟ „-object‟) < math („-animate‟ „+action‟ „ -object‟)

b. number („-animate‟ „-action‟ „+object‟) < math („-animate‟ „-action‟ „+object‟)

„Math‟ indicates the science of numbers and shapes. From the conceptual of „math‟, numbers are part of math, and „sum‟ indicates the number you get when you add two or more numbers together. So it can be determined that „sum‟ and „number‟ are the meronyms of math.

The associative meaning found in this data is connotative meaning, according to the question unit, the homophones express „some sum!‟ to substitute added up all the numbers, by math student. So that „some‟ is neutral connotation to express „all the numbers‟. In addition, „sum‟ is neutral connotation to express „added‟.

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This chapter is concerned with the conclusions and suggestions of this research. The conclusions are written based on the result of analysis of data done in chapter four. In addition, the suggestions are written for the next researchers who are interested to do further research in analyzing homonyms in riddles.

5.1. Conclusions

As the result, the writer concludes and answers the presented research questions in chapter one in the following:

1. The homophones in the data are formed by two or more syntactic categories. There are two classifications of the data based on the syntactic category; the homophones with the same and different syntactic categories. In which, eight syntactic categories found in this research; one from the same syntactic category that is noun-noun. Seven from the different syntactic categories, which are adjective-noun, verb-noun, pronoun-verb, pronoun-verb-adverb, verb-adverb-noun, verb-adverb, and article-noun. 2. Based on the analysis in chapter four, here are the findings; in the same

syntactic category, there are three of four lexical relations found, which are synonyms, hyponyms, and meronyms. In the different syntactic categories, there are all types of lexical relations found. However, there are more than one data that have more than one lexical relation found.

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3. Since the writer focuses on finding four types of associative meaning in chapter four, which are connotative, collocation, affective, and social. The result of the finding follows; two types of the concern associative meanings found in the data of the same syntactic category, which are connotative and collocative. In addition, all types of associative meanings found in the different syntactic categories.

5.2. Suggestions

This research data are homophones in riddles, this research only examines the homophones in question-answer jokes based on four types of lexical relations and associative meanings by analyzing the homophones relating to the data. Thus, it gives a chance to the next researchers who interested in analyzing further research about jokes analyzing through its lexical relations and associative meanings; even more details by means use the other term of jokes and semantics approaches. The writer suggests that the next research in this field may:

1. Develop more theories about syntax, syntactic categories, semantics, homonyms, lexical relations, and associative meaning. The next researcher may also add more term to analyse the homonyms. Since this research examines the homonyms in riddles, the next researcher may examine the homonyms in other terms.

2. Develop and add more term about lexical relations beside the term that are used in this research. As far as the writer knows, there are still other terms about lexical relations depending on who states the term. As a reference,

the other terms of lexical relations such as lexical field, kinship (Kreidler: 2002); prototypes, polysemy, word play, metonymy, and collocation (Yule: 2006).

3. Develop and add more term about associative meanings beside the term that are used in this research. Mwihaki based on Leech states that associative meanings are six-roles of experience meaning rather than linguistic context. Since this research regards to Mwihaki, it only uses four types of them. There are still two more terms of associative meanings based on Leech may develop in further research.