Strategies to process the intended meanings of English idioms by semester four students of English Language Education Study Program.

F O S G N I N A E M D E D N E T N I E H T S S E C O R P O T S E I G E T A R T S F O S T N E D U T S R U O F R E T S E M E S Y B S M O I D I H S I L G N E M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

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T re three srtategie swhich became the t n e r e f fi d o w t m o r f P S E L E f o s t n e d u t s r u o f r e t s e m e s e h t y b d e s u s e i g e t a rt s r o j a m g e t a rt s , y g e t a rt s e l g n i s g n i s u f o y r o g e t a c e h t m o r F . s e ir o g e t a

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t majo rsrtategy which accompilshed 10.92% .The finding salso showed tha t e w e r e h

t ret hreesrtategie swhich wereconsideredast hemos teffecitvesrtategie s u t s e h t g n i d a e

l dent sto the intended meanings ,namely srtategy 2 (27.27%) , h t d n a ) % 3 7 . 2 1 ( 4 y g e t a rt

s ecombinaitono fsrtategy2andsrtategy4( 10.91%) .In conclusion ,every student ha s hi s and he r own preference fo r using cetrain h s il g n E f o s g n i n a e m d e d n e t n i e h t d n e h e r p m o c o t m e h t p l e h n a c h c i h w s e i g e t a rt s . s m o i d i k a e w e h t d n a s n o it a ti m il e h t g n i d r a g e

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a sistersfor t hei rendlessl ove ,prayers ,and suppo trs. Thank you so much fo r s i H n i d n a m i H n i e v e il e b s y a w l a o t w o h e m g n i h c a e t , e d i s y m y b g n i e b s y a w l a a l

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I and appreciaiton to my

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i x T N E T N O C F O E L B A T S E G A P E L T I

T ... i S E G A P L A V O R P P

A ... ii Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T

S ... iv I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E

P ... v T C A R T S B

A ... vi K A R T S B

A ... vii E G A P N O I T A C I D E

D ...v iii S T N E M E G D E L W O N K C

A ... ix S T N E T N O C F O E L B A

T ... ix S E L B A T F O T S I

L ... iix i S E R U G I F F O T S I

L ... xiv S E C I D N E P P A F O T S I

L ... xv I R E T P A H

C :INTRODUCTION ... 1 .

A ResearchBackground ... 1 .

B ResearchProblems ... 6 .

C ProblemLimtiaiton ... 6 .

D ResearchObjecitves ... 7 .

E ResearchBeneftis ... 7 .

F Deifniitono fTerm s ... 9 I I R E T P A H

C :REVIEWOFRELATEDLITERATURE ... 3....1 .

A Theoreitca lDescirpiton ... 31 .

1 RelatedStudies ... 31 .

2 Theo ire so fMeaning ... 51 .

a Conceptua lMeaning ... 6..1 .

b ConnotaitveMeaning ... 7..1 .

c Socia lMeaning ... 81 .

d AffecitveMeaning ... 91 .

e Re lfectedMeaning ... 91 .f Co llocaitveMeaning ... 0..2

.

g ThemaitcMeaning ... 02 .

ii x .

a LiveandDeadMetaphor ... 22 .

b De ifniiton sofI dioms ... 4..2 .

c PureI dioms ,Semi-idioms ,LtieralI dioms ... 6.. 2 .

d Type sofI dioms ... 82 .

4 Theo ire sonProcessingt heMeaning sofI dioms ... 23 .

a In lfuencingFactorsi nComprehendingI dioms ... 23 )

1 Transparency ... 23 )

2 Famiilartiy ... 53 )

3 Context ... 63 .

b Dua lCodingTheory ... 6..3 .

c ConrtasitveAnalysis ... 0..4 .

d Translaiton ... 14 .

B Theoreitca lFramework ... 34 I

I I R E T P A H

C :METHODOLOGY ... 54 .

A ResearchMethod ... 54 .

B ResearchSetitng ... 74 .

C ResearchParitcipants ... 84 .

D Insrtument sandDataGathe irngTechnique ... 94 .

E DataAnalysi sTechnique ... 95 .

F ResearchProcedure ... 16 S

E R : V I R E T P A H

C EARCHRESULTSANDDISCUSSION ... 56 .

A Majo rSrtategiesi nProcessingtheMeaning so fEngilshI diom s... 56 .

B TheEffecitvenes soft heSrtategies... 98 O

C : V R E T P A H

C NCLUSIONSANDRECOMMENDATIONS ... 41 0 .

A Conclusions ... 41 0 .

B Recommendaitons ... 61 0 S

E C N E R E F E

R ... 8..1 0 S

E C I D N E P P

ii i x T S I

L OFTABLES

e l b a T

3 .1Timetable ... 74 s

m o i d I h s il g n E f o e c n e r r u c c O e h T 2 .

3 ... 6..5 3

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3 Tableo fFrequency ... 06 1

.

4 Frequencyo fSrtategies( UsingSingleandCombinaiton) ... 66 2

.

4 Frequencyo fUsingonlyOneSrtategy ... 07 3

.

4 Frequencyo fUsingTwoSrtategies ... 37 4

.

4 Frequencyo fUsingThreeSrtategies ... 67 5

.

4 Frequencyo fUsingFou randMoreSrtategie s ... 97 6

.

4 Frequencyo fAl lSrtategies ... 38 7

.

4 Tota lo ft heI ntendedMeaning sAcqu riedi nt hi sResearch... 09 8

.

4 Classiifcaitonoft heI dioms ... 19 9

.

4 Effecitvenes so fUsingOneSrtategy ... 49 0

1 .

4 Effecitvenes so fUsingTwoSrtategies ... 69 1

1 .

4 Effecitvenes so fUsingThreeandMoreSrtategies ... 89 2

1 .

v i x T S I

L OFFIGURES

e r u g i F e e r T x a t n y S 1 .

2 ... 7....1 2

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2 SevenType so fMeaning ... 12 3

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2 Dua lCodingTheory ... 73 4

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2 RelaitonbetweenSourceLanguageandTarge tLanguage ... 14 r u o F 1 .

3 -poin tScale ... 05 1 p e t S 2 .

3 – Openingt heBNCweb( http://wwwnatpcorp.ox.ac.uk/) ... 15 2 p e t S 3 .

3 – Typingt heKeyWord( e.g .burnt hecandle sa tbothends) ... 25 3 p e t S 4 .

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1 CHAPTER I INTRODUCTION

This chapter discusses the introductory part of this investigation. It encompasses six sections, namely research background, research problems, problem limitation, research objectives, research benefits, and definitions of terms.

A. Research Background

Linguistics is a study about language, including how the languages are used, how the languages are learned, and how the languages always change (O’Grady & Archibald, 2010, p. 1). Since there are many aspects of linguistics that can be investigated, linguistics becomes one of the most interesting studies that will never end. Many studies of languages have been conducted to investigate many aspects of linguistics under some branches: phonetics, phonology, morphology, syntax, sociolinguistics, semantics and pragmatics and some other linguistics studies.

Chomsky (1986, p. 1) states that languages can represent human mind precisely. It means that their minds can be described through what language they use to speak and how they speak with the language. Moreover, by using language, people are able to say things, express their opinions or thoughts, or even transfer

meanings to other people around them (Wardhaugh, 1977, p. 7). Although

languages can be used to express meanings, it is still not easy to define meanings

people tend to think that every word or phrase has exact meanings. In other words, people can define the meanings by translating word by word. However, the fact is different. Not all words or phrases can be translated directly, such as idioms. Since it will discuss more about meanings, this investigation will be conducted under semantic study.

In linguistics, semantics is the branch which focuses more on the study of

meanings. Etymologically, the word semantic derives from Greek words: sema

which means sign or signal and semaino which means signal or mean (Aitchison, 1978, p. 82). Based on its origin meanings, some experts try to define the meaning of semantics. Allan argues (2001, p. 1) that semantics is all about meanings in human languages. Another similar definition also arises from Fromkin (2000, p. 372): semantics is a study of meanings of expressions as one of aspects in linguistic. By using semantic study, linguists who are learning and investigating a language want to reveal the meanings and understand why certain words can be constructed together and semantically acceptable and other words cannot (Aitchison, 1978, p. 82). And it will lead further to the compositional study as part of semantic study.

The main issue in this study is about English idioms and strategies to comprehend the meanings. Therefore, this investigation will not discuss the general compositional semantics. Instead, the researcher will investigate one of the exceptional cases of compositionality principle: idiom. Bergman, Hall, and Ross (2007, p. 253) propose a definition of idioms as the situations where series of words are composed together not based on the regular rules to share literal

3 meanings but they have fixed meanings. Regular principles here mean when some words are composed together, they will produce a greater meaning, for example in: She eats a red apple. By combining the original meanings of each word, the sentence will make sense and be semantically acceptable. Then, it means a girl takes round fruit with firm white flesh and red skin into her mouth.

On the other hand, idioms cannot follow the principles of compositionality. When people say: “I hope you can lend an ear to him”; the meaning cannot be acquired by putting all together the original meanings from those words. People cannot say that the meaning of the sentence is you have to give one of your parts of body used to hear sound to a person because it is not the intended meaning. Since it cannot be translated directly, it can be said that it needs more effort to learn idioms. To lend an ear belongs to idiom and it has a fixed meaning: to listen.

To describe idioms more precisely, McMordie (1909, p. 6) proposes one of the principles of idioms that is idioms cannot be changed, meaning to say that there are no words that can be used to replace any words in an idiomatic phrase. Furthermore, the combination of the words cannot be changed either. If it is done, it will damage the idioms, such as in the idiom kick the bucket. If people change

the word kick to take or the word bucket to drum, the phrase will no longer an

idiom and it will destroy the fixed meaning.

Perhaps, the idioms mentioned previously are familiar to native English speakers, but it will be hard to understand even more to guess the meaning for non-English speakers. Unlike other parts of language, people need more attention

to learn idioms. English idioms are the examples of special form of language which are usually used in communication, both written and spoken. English books, such as novel or poems, use these expressions to convey the authors’ feelings or even to beautify the works. English speakers also often use idioms to emphasize on something like what it is usually done by Barack Obama through his speeches, for example. However, the real function of idioms is to help people to be able to communicate more effectively. Therefore, when it comes to the real conversation, it will lead both the speakers and the interlocutors to misunderstanding if they do not understand idioms.

As an English foreign language (EFL) learner, the researcher realizes that leaning a new language is an ongoing process. People need time to be able to communicate with a new language. Besides mastering the semantics aspect, understanding syntactic aspect is also needed in the process of learning the new language such as word classes and structure. Since idioms belong to the syntactic structure: included in phrases – fixed phrases, it becomes an essential thing to comprehend idioms. Moreover, English native speakers also often use idioms and sometimes they do not realize the situation where that they use idioms in their speaking. To maintain the conversation goes smoothly, as the English speakers, English Language Education Study Program (ELESP) students have to be able to use idioms. However, learning idioms is not as easy as learning other aspects of language because as it has been mentioned previously, people cannot directly guess the meanings of the words constructing idioms together. Thus, idioms must be conventionally accepted, too. We cannot make up our own idioms as we wish.

5 Considering those reasons, it can be concluded that this study is urgent to be conducted because finally it can be used to find ways to enhance EFL learners’ learning, especially for semester four students of ELESP.

According to contrastive analysis (James, 1980, p. 8), EFL learners tend to

be influenced by their mother tongue in their language learning process. However, in learning idioms it will not be that helpful to only rely on their mother tongue because idioms in one language are different from those in another language: idioms are highly cultural. To refer to the same expression or meaning, for example, one language will have different idioms compared to another language. The real example is when people want to refer to the state when there are two choices but both of them are equally unpleasant; Indonesian people might say seperti makan buah simalakama. However, English speakers have different idiom to express it, for example, between the devil and the deep blue sea. Having seen the examples, it can be said that EFL learners cannot depend much on their mother tongues to learn English idioms. Although some of English idioms can be translated into other languages, most of them cannot. That is why, this study aims to help the students to find ways to reveal the meanings of English idioms. When the difficulty is solved, then the process of learning will be easier for them. Finally, in this study, the researcher wants to present the results of investigating some strategies to process the intended meanings of English idioms by semester four students of ELESP.

B. Research Problems

There are two problems formulated in this research.

1. What are the major strategies to process the intended meanings of English

idioms?

2. How effective do the strategies lead the semester four students of the

English Language Education Study Program to the intended meanings?

C. Problem Limitation

The limitation is needed in order to discuss the topic thoroughly. This research is limited to the strategies used to process the meanings of idioms. Since there are many possible strategies that can be used, the researcher limits the strategies to using background knowledge of students’ first language to find the equality or similarity in students’ first language, using context, using direct translation, creating some imaginations based on the words, focusing on certain words in the idiom that can help the students to reveal the meaning, and relating

each word in the idiom to another word in the idiom – association. The strategies

are obtained by conducting an interview with participants after distributing the first questionnaire on the occurrence of idioms.

Moreover, the researcher also limits the study only to some English idioms. Not all English idioms will be discussed in this study because the point is to find the major strategies to process the meanings of the idioms. The idioms are taken from two books of English idioms randomly and to give the idioms contexts, the researcher uses the British National Corpus (BNC). Since the BNC contains the

7

data which are taken from people’s daily conversations, it is considered adequate

to help the researcher to gather the data.

The other limitation is on the participants. The researcher chooses semester four students of ELESP to be the subjects in this investigation. Not all the students in ELESP will be the population because the researcher wants to discuss this topic comprehensively. Semester four students are selected because they have been studying English for two years. This knowledge is considered sufficient for this investigation. And it will be explained further in Chapter 3.

D. Research Objectives

The researcher conducts this study to achieve two main objectives. First, the researcher wants to find out major strategies to acquire the intended meanings of English idioms by semester four students of ELESP. Second, the study is conducted to reveal the effectiveness of the strategies to lead the students to get the intended meanings of English idioms. The researcher also hopes by meeting those two goals, the researcher can give alternative ways for the readers especially semester four students on how to process the meanings of idioms. Besides, they can also enhance their ability to learn English as their foreign language through idioms as part of art of language.

E. Research Benefits

The results of this research can be beneficial for the following language users or practitioners.

1. The ELESP Students

This study will provide more information about English idioms for the readers especially ELESP students. By conducting this research and solving the research problems, the researcher hopes that this study can help ELESP students to discover the actual meanings of English idioms. Moreover, it can also enhance students’ knowledge to learn English as a foreign language. One of the criteria to say that someone masters a language is when they are able to use the language. If the ELESP students know how to use and understand the English idioms as part of English language, it can help them to acquire more ability to use English.

2. English lecturers or teachers

Having conducted this study, the researcher hopes that the English lecturers or teachers can take some benefits from the results. The study shows that there are some major strategies which can help the students to comprehend the intended meanings of idioms. Then, the lecturers or teachers can design such materials to help the students to improve their knowledge in processing idioms by using the strategies discussed in this investigation.

3. Future researchers

This paper will be useful for future researchers because they can conduct further investigation into idioms. If they are interested in conducting the same study, they can refer to this research design and conduct the same research to get some confirmations. However, if they are interested in conducting other related studies, then this paper can be used as one of their references.

9

4. Readers

For the readers, this investigation does help because they can use some of the strategies to help them to understand the meanings of English idioms. By adopting certain strategies, the readers can enhance their knowledge on comprehending English idioms.

F. Definitions of Terms

It is crucial to clarify some terms used in this investigation to avoid misunderstanding. They are presented as follows:

1. Idioms

The researcher uses the definitions proposed by Cruse and Poole in this investigation. Cruse (1986, p. 37) argues that traditionally, idioms are defined as expressions that the meanings cannot be guessed from the meanings of each word which constructs certain idioms. Different from the compositional rules that people can acquire the meanings of certain phrases by combining the meanings of each word that builds the phrases, idioms are a special case in which the rules of

compositional cannot be applied. The phrase, pink bag is an example of a noun

phrase which can be defined from each word which shapes the phrase. Pink is a

pale of red color while bag is container made from plastic, leather or other material and usually used to carry personal things. By knowing the meanings of each word, people can get the meaning of the phrase. However, when people see

meaning by defining each word. This expression has its own fixed meaning: take a great risk.

It must be understood that idiomatic expressions, the meanings of which cannot be acquired from the meanings of each word, will have different intended meanings when people are forced to do so. Poole (1999, p. 29) also claims the same thing that idioms are phrases that can only be understood and meaningful when it is seen as unity.

2. Strategy

Since this investigation discusses the strategies to process the intended meanings of English idioms by semester four students of ELESP, it means that this investigation will relate to language learning process. Regarding this reason, the term “strategy” that the researcher uses will be related to the strategy in teaching learning process. There are two definitions which will cover the explanation of strategy in this study. The first is proposed by Latif (n.d., p. 19) who claims that strategy means actions, procedures, methods, behaviors, steps, or thought used by the learners to solve problems they encounter in their language learning process and when they use language. The second definition states that strategy is a special understanding or behavior that people use to learn new information (Chamot & O’Malley, 1990, p. 1).

3. Meaning

It is not easy to define what is called by meaning. Although not many

11 said to them and they can produce meaningful utterances when they are in conversations. If they do not understand meaning, then they will not be able to create such conversations. Akmajian, Demers, and Harnish (1988, p. 241) state that meaning is sort of unit or thing which has its own independence existence. To make the definition clear, the researcher will give an example: pen. The meaning

of the word pen is a long thin object which is usually used to write or draw with

ink. This definition is supported by Bergman, Hall, and Ross (2007, p. 233), who say that meaning is things that can be understood, collected, and combined in the minds of both speakers and interlocutors who use and speak a certain language.

4. Literal meaning

Literal meaning means the basic meaning from certain words. The term literal which will be used in this study comes from Matthews (1997, p. 743), who says that literal itself means the meaning of a certain word is based on its letters, meaning to say that literal meaning does not have imaginative meaning. The meaning is not based on the context of where the word is used but from the word itself (original meaning).

5. Intended meaning or figurative meaning

Different from literal meaning, figurative meaning or usually called as intended meaning which will be used in this investigation is proposed by Akmajian, Demers, and Harnish (1988, p. 238), who say that figurative meaning actually refers to something which is different from what the words actually mean. Intended meaning usually appears beyond the word. People also know it as

unpredictable meaning because sometimes the meaning cannot be produced by combining the meaning of words which compose certain phrases or sentences. The example of intended meaning is in idiomatic expression such as in a snake in the grass. Perhaps, some people think that this phrase talks about animal and plant. However, it actually has a figurative meaning beyond those words which compose the phrase: dangerous person. This type of meaning will be discussed further in this study of English idioms.

13 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will reveal some theories which are used in this study. This chapter only consists of two main sections, namely theoretical description and theoretical framework.

A. Theoretical Description 1. Related Studies

Some studies were conducted related to the existence of idioms as part of English language (Rohani, Ketabi, & Tavakoli, 2012; Zarei & Rahimi, 2012; Bulut & Yazici, 2004; Fotovatnia & Khaki, 2012; Kainulainen, 2006). Research which was conducted by Rohani, Ketabi, and Tavakoli (2012) investigated how EFL learners processed idioms. By designing certain steps to accomplish the purposes of the study, they randomly assigned some students who became the subjects of the research. First of all, they divided ten students into two groups. The first group was asked to process the idioms from reading script while the other group from watching movie. After that, the participants were addressed some questions related to how they tried to guess the meanings of idioms. Then, the strategies obtained were used to conduct a survey to a larger population. The result was the context where the idioms appeared affected how the students acquired the meanings of the idioms.

Another study on idioms was also conducted by Bulut and Yazici (2004) to 18 Turkish English teachers. By using a study based on survey and making use of

questionnaire to collect the data, they found that the participants used more than one strategies to reveal the meanings of certain idioms. The investigation also claimed that as EFL learners, the participants also tried to use their mother tongue background knowledge to process the meanings of idioms. It is not a surprising thing because it is well known that learners often try to correlate and use their mother tongue when they learn a new language, including English as their foreign language. Moreover, the research showed that the participants also tried to translate the idioms literally to get the intended meanings. They defined the meaning of each word which composed the idioms and tried to combine the meanings to get the whole meanings. Although direct translation could not be applied to all of English idioms, based on the results of the investigation, the strategy was used a lot by the participants.

Roselina (2012) also conducted another different study of idioms. In the research, she focused on idioms which had relation to human body because according to some sources, those idioms are widely used in people daily conversation. If in the previous studies the researchers tried to find out the strategies to process the idioms, Roselina tried to examine the use of componential analysis to reveal the meanings of certain idioms. The study showed that by using the componential analysis as the keyword in this research there was relation between literal meanings and figurative meanings in the process of acquiring the intended meanings of idioms, in this case the meanings in human body idioms. Having conducted such study, she also encouraged the future

15 researchers to conduct the same study to see how componential analysis can be applied to process the idioms about animals, food, or such.

Having read those studies, the researcher got some insights which lead the researcher to conduct another investigation on English idioms. Since the researcher is a member of ELESP students, the investigation discusses some strategies which can be utilized to process the meanings of English idioms. The investigation will be conducted under semantic study by using linguistics approach. Moreover, the researcher will use a survey and design some questionnaires and interview as the main ways to collect the data. And since this study will be dedicated to ELESP students, the role of the students will be very useful. Hence, the researcher will choose some students from semester four as the sample and as the representative of the population.

2. Theories of Meaning

Akmajian, Demers, and Hanish (1988, p. 237) say that language is a system to carry messages. The messages can be conveyed when the words used in the communication have certain meanings. However, a sentence can be interpreted to more than one meanings. There are some factors which can influence the phenomena such as culture, situation, context, social class, and so on. Therefore, Leech (1981, p. 9) divides meaning into seven types which aim to show how those types are suitable for the linguistic communication and also how they can be approprite for the methods of study conducted to investigate issues in linguistics as follows:

a. Conceptual Meaning

Conceptual meaning sometimes is also called denotative meaning or cognitive meaning. It will reveal meaning in a logical way. There are two main principles in interpreting the meanings of certain words, phrases or even sentences by using conceptual meaning as the approach; they are the principle of contrastiveness and the principle of structure.

According to contrastiveness principle, meaning can be acquired by using componential analysis: people give label to a word, whether it is positive or negative based on certain features. The following are the examples of using principle of contrastiveness:

i. woman : [+human] [-male] [+adult]

ii. boy : [+human] [+male] [-adult]

By looking at the differences of the features, people can distinguish the meaning of the word woman and boy. Hence, woman is an adult female human; while boy is a young male human. Basically, the meaning is only seen from the features of which a certain word possesses.

The other principle is based on the structure. According to the theory, larger linguistic units are built up out of smaller units. People can determine the meaning of a sentence, for example, by analyzing the words which construct the sentence. By using syntax tree, each word (smaller unit), is given a label whether is a determiner, verb, noun, adjective, preposition, or other features. After that, some lines will be made to indicate that the smaller units will be constructed to build other bigger units, for example, a determiner usually goes together with a

17 noun. It is done until the sentence is made up. This process can be illustrated with the syntax tree depicted in the following figure.

The professor conducted the investigation

Figure 2.1 Syntax Tree

Det : Determiner

N : Noun

V : Verb

NP : Noun Phrase

VP : Verb Phrase

S : Sentence

b. Connotative Meaning

Different from conceptual meaning, connotative meaning will reveal the meaning of an expression through its virtue of what it refers to. Principally, connotative meaning does not stand alone; it is influenced by other aspects such as culture, history and individual experiences and such. The example is idiomatic expressions. Idioms have connotative meanings which sometimes the meanings or the idioms are affected by a certain culture or history. The expression an eye for eye, for instance, is the result of history. This expression is an adaptation of the

Holy Bible: ‘Eye for eye, tooth for tooth, hand for hand, foot for foot’

NP

S

VP

NP

(Deuteronomy, 19, 21) and the connotative meaning of the idiomatic expression is retaliation of an equal ferocity (Collins, 1966, p. 70). Another example is as easy as pie which means extremely easy. This idiomatic expression is influenced by culture, especially American culture because pie is one of food from America.

c. Social Meaning

The next type is social meaning in which the language is affected by social circumstances. Social meaning is closely related to where the utterance is taking place because the environment will give some impacts on the meanings. The real example is the use of word which is influenced by social class. People recognize the word home as a place where somebody lives. However, there are also other

words which have the same meaning such as domicile, residence, and abode.

How do they differ? Perhaps, many people assume that those words are synonymous, but by using social meaning as the approach, it can be said that there are no truly synonymous words. Although their meanings are almost similar, in a certain level, they are different.

iii. domicile - very formal, official

iv. residence - formal

v. abode - poetic

vi. home - general

If true synonym exists, then people may substitute the word home for the

word residence, for instance. However, the meaning will different or even the sentence will be not acceptable. If people use the word abode in their daily conversations, it will be awkward because it is usually used in poems or

19 something related to poetry. Hence, in daily life people usually use the word home.

d. Affective Meaning

Like other types of meaning which are influenced by other factors, affective meaning can convey language which is reflected through feelings and attitudes. They play an important role in determining the meanings of expressions, besides intonation and voice-timbre. The following are the examples of using different attitudes to convey one meaning - asking people to be quiet:

vii. I’m terribly sorry to interrupt, but I wonder if you would be so kind as to lower your voices a little.

viii. Will you belt up!

ix. Can you shut your mouth up?

By using different attitudes, people are able to identify whether the speakers are showing politeness, impoliteness, displeasure, or friendliness to the interlocutors.

e. Reflected Meaning

Reflected meaning deals with how people may use different words in dissimilar expressions to refer to the one meaning and one sense. This type of meaning is often found in poems. To refer to, someone you love, for example, poets will use different words to carry the same sense, such as a beautiful rose,

the sun of one’s life, and the light in the darkness. Another example is to refer to the Third Person of the Trinity, people use the expressions such as The Comforter and The Holy Spirit. Although they use various words and

expressions to convey the same meaning, the sense that the interlocutors get is the same.

f. Collocative Meaning

Collocative meaning consists of the relation of a word which acquires the meanings of words in a certain environment. The meaning can be produced when a certain word has relation with another word, for instance:

girl boy

boy man

woman car

x. pretty flower xi. handsome vessel

garden overcoat

color airliner

village typewriter

etc. etc.

g. Thematic Meaning

The last category is thematic meaning which delivers messages in terms of ordering, focusing, and emphasizing. This meaning is related to grammar construction which enables the speakers to choose which part of the sentence will be the focus. Here is the examples:

xi. CEO of Putra Bangsa Inc. donated one million dollars to the

21

xii. One million dollars was donated by CEO of Putra Bangsa to the

refugees.

Although actually those two sentences have the same meaning, somehow, different form of sentences, active and passive, will give different attention. The first example focuses on the doer, who donated one million dollars? While the second example focuses on the thing, what was donated by the CEO? Figure 2.2 displays how the seven types of meaning are arranged:

Figure 2.2 Seven Types of Meaning

SEVEN TYPES OF MEANING

CONNOTATIVE MEANING (2)

SOCIAL MEANING (3)

AFFECTIVE MEANING (4)

REFLECTED MEANING (5)

COLLOCATIVE MEANING (6)

THEMATIC MEANING (7) CONCEPTUAL

MEANING (1)

ASSOCIATIVE MEANING

3. Theories on Idioms

a. Live and Dead Metaphor

There are two ways to express meanings: literary and figuratively. However, in some cases, people prefer showing meanings figuratively to showing meaning literary. This phenomenon arouses a question why do people tend to convey figurative meanings in their communication. Winterowd (1981, p. 424) reveals that there are two main reasons behind this phenomenon: the first reason is figurative expressions are more beautiful and powerful and the second reason is the meanings can be condensed into figurative expressions than the literal.

Idioms are the examples of figurative expressions used a lot by English speakers. By using idioms, people are able to avoid saying something displeasure or impolite directly, but yet the expressions are still powerful to convey the

meanings, such as in: Your dream to study abroad is just pie in the sky. Rather

than saying it is impossible, which sounds more unpleasant, people will try to find another way to say it by using idioms. Although, actually the message carried is the same, the sense is different. The language becomes more beautiful but the power still exists there.

Another example is: He broke the record for the 100-metre race. The

idiom broke the record has compressed meaning to show someone’s

achievement. Rather than using the explanation such as: He did something that has not been done before or did something better than the best before for the 100-metre race, by using the idiom, the meaning can be condensed. Without giving a long explanation, people will know the intended meaning.

23

Related to how important figurative expressions in people’s life is, Larson

(1984, p. 249) tries to find the root of idioms as part of figurative expressions. He claims that actually idioms are metaphors. Hence, he divides metaphors into dead and live metaphors. Larson states that dead metaphors are part of idiomatic expressions. In almost all languages, they have idioms as part of their language and according to Larson; it actually belongs to dead metaphors. Hence, dead metaphors are part of metaphor which have certain structures and fixed meanings. It happens because most people usually use the expressions and they become

common words in people’s communication. When people hear certain idiomatic

expressions, they will directly know the meanings and the meanings will not change for sure because they have become part of their daily language. Therefore, people cannot create their own idioms and adjust the intended meanings.

On the other hand, live metaphors belong to expressions which are made on the spot by the speakers in order to make the conversations clearer by giving some illustrations through comparisons (Larson, 1984, p. 249). Unlike dead metaphors, people can make their own live metaphors because they do not have certain structures or formations. As long as the comparisons which are made by the speakers are clear and understandable, then the expressions can be called as live metaphors or metaphors. In terms of meaning, people can interpret and adjust the meanings of live metaphors.

To make the differences between dead and live metaphors clearer, the researcher gives some examples as follows:

xiv. She is wasting my time.

When people read the first example, they will directly know the meaning of the statement because the words in bold have their fixed meaning: it is too late for you to study linguistics. As said by Larson (1984, p. 249), people will no longer think about the comparison used in the statement because dead metaphors or usually called as idioms has its own structures. People cannot change the formations of the words, for example changing the word high into low. If the change is made, the expression will be no longer an idiom.

However, it is different from the second example. In order to acquire the meaning, people have to make some analyses by understanding the comparison and then try to interpret the meaning. Unless they are able to identify the comparison made in the statement, they will not be able to get the intended meaning. Statement number two actually tries to compare money and time. The

word waste is usually used when people are talking about money. However,

because time and money are equally important, people try to substitute the word

waste in order to get the feeling of how important time is. Having identified the

comparison why the word waste is used in that case, interpreting the meaning is

no longer difficult: using the time unwisely. Live metaphors will be understood only after both the speakers and the interlocutors pay special attention to the comparisons which are made in the statements (Larson, 1984, p. 249).

b. Definitions of Idioms

Having discussed live and dead metaphors, it brings the researcher to idioms which according to Fromkin, Blair and Collins (1993, p. 181) are actually

Table 2. Frequency of Using Two Strategies

Strategies

Idioms 1, 2 1, 4 1, 6 2, 3 2, 4 2, 5 2, 6 3, 5 4, 5 4, 6 5, 6 1, OS 4, OS

1 2 1

2 3

4 1

5 1 1 1

6 1

7 1 1

8

9 1 1 1

10 1 1 1

11 1

12

13 1

14 1 4 1 1 2

15 1 2 1 1

174

Table 3. Frequency of Using Three Strategies

Strategies

Idioms 1, 2, 4 1, 2, 6 1, 3, 6 1, 5, 6 2, 3, 4 2, 3, 6 2, 4, 5 2, 4, 6 1, 2, OS 2, 4, OS 3, 4, OS

1 1

2 1

3

4 1

5 1 1

6 1 1 1

7 8 9

10 1 1

11 12

13 1 1

14 1 1

15 1

Table 4. Frequency of Using Three Strategies

Strategies

Idioms 2, 3, 4, 6 1, 2, 5, 6 2, 4, 5, 6 1, 2, 4, OS 2, 5, 6, OS 1

2 3

4 1

5

6 1

7 8 9 10

11 1

12 13 14

15 1 1

176

Table 5. Total of the Correct Meanings Answered by ELESP Students

Meanings

Idioms M

1 5

2 7

3

4 8

5 8

6 11

7 3

8 1

9 6

10 11

11 6

12

13 13

14 26

15 16

i v T C A R T S B A , ir a d n a l u

W Six Finish Wella Rindang Retno .(2013) .Strategie sto Proces sthe h s il g n E f o s t n e d u t S r u o F r e t s e m e S y b s m o i d I h s il g n E f o s g n i n a e M d e d n e t n I m a r g o r P y d u t S n o it a c u d E e g a u g n a

L .Yogyaka tra :Engilsh Language Educaiton

a h D a t a n a S m a r g o r P y d u t

S rmaUniverstiy.

e s u a c s m o i d

I problem sfo rlanguage learner sdue to the dfiifculite sto . s g n i n a e m d e d n e t n i e h t s s e c o r

p Since idiom sare patr so flanguages ,learning

b t n a tr o p m i y r e v s e m o c e b s m o i d

i ecause i twli lin lfuence the language learners ’

s u o t y ti li b

a e the language .Regarding the problem s and the signiifcance o f g n i s u f o e u s s i e h t e t a g it s e v n i o t d e t c u d n o c s a w y d u t s s i h t ,s m o i d i g n i d n e h e r p m o c . s m o i d i h s il g n E f o s g n i n a e m d e d n e t n i e h t s s e c o r p o t s e i g e t a rt s e r a e r e h

T twomainobjecitvesi nt hi sstudy. riF st , tiaimst o ifndou tmajo r f o s t n e d u t s r u o f r e t s e m e s y b d e s u s e i g e t a rt

s Engilsh Language Educaiton Study

( m a r g o r

P ELESP) to processt hei ntendedmeaning so fEngilshi dioms .Second,i t s t p m e tt

a to reveal t heeffecitvenes so fusing t hesrtategiest o help the students t o .s m o i d i h s il g n E f o s g n i n a e m l a u t c a e h t l a e v e r o

T achieve the objecitves ,the researche rused desc irpitve research and s a y e v r u s e s o h

c the method to solve the problem sin thi sinvesitgaiton .The d e s u r e h c r a e s e

r two quesitonnarie sand ot tw inerview sast hemainwayst ocollec t o t d e s s e r d d a e r e w s t n e m u rt s n i e h t , g n il p m a s m o d n a r g n i s u y b d n A . a t a d e h

t 4 0

e l p m a s e h t s a d e t c e l e s e r e w o h w P S E L E f o s t n e d u t s r u o f r e t s e m e

s s. A tfe r

r e h c r a e s e r e h t , a t a d e h t g n it c e ll o

c analyzed ther esutl sby counitng t hef requency

. s g n i d n if e h t g n it e r p r e t n i d n a e w e r e h t t a h t d e w o h s s tl u s e r e h

T re three srtategie swhich became the

t n e r e f fi d o w t m o r f P S E L E f o s t n e d u t s r u o f r e t s e m e s e h t y b d e s u s e i g e t a rt s r o j a m g e t a rt s , y g e t a rt s e l g n i s g n i s u f o y r o g e t a c e h t m o r F . s e ir o g e t a

c y 2 (using contex)t

4 y g e t a rt s d n

a (creaitng imaginaitons )turned ou tto be the most widely used . % 1 9 . 1 1 d n a % 2 3 . 4 2 d e h c a e r h c i h w s e i g e t a rt

s From using combinaiton o ftwo

f o e n o o t e m a c 4 y g e t a rt s d n a 2 y g e t a rt s f o n o it a n i b m o c e h t , y r o g e t a c s e i g e t a rt s e h

t majo rsrtategy which accompilshed 10.92% .The finding salso showed tha t e w e r e h

t ret hreesrtategie swhich wereconsideredast hemos teffecitvesrtategie s u t s e h t g n i d a e

l dent sto the intended meanings ,namely srtategy 2 (27.27%) , h t d n a ) % 3 7 . 2 1 ( 4 y g e t a rt

s ecombinaitono fsrtategy2andsrtategy4( 10.91%) .In conclusion ,every student ha s hi s and he r own preference fo r using cetrain h s il g n E f o s g n i n a e m d e d n e t n i e h t d n e h e r p m o c o t m e h t p l e h n a c h c i h w s e i g e t a rt s . s m o i d i k a e w e h t d n a s n o it a ti m il e h t g n i d r a g e

R nesse soft he study ,theresearche r

t c u d n o c o t s r e h c r a e s e r e r u t u f s e g a r u o c n

e otheri nvesitgaiton sundert hesame ifeld

. a n e m o n e h p e h t f o n o it p ir c s e d r e tt e b a e v a h o t s t n a p i c it r a p e r o m g n i v l o v n i y b s e i d u t s t x e n e h t t a h t t s e g g u s o s l a r e h c r a e s e r e h t ,r e v o e r o

M wli luseexpeirmenta l

s e i d u t

s tos eet hed fiference sbetweenones rtategyandothers rtategie .s y

e

ii v K A R T S B A , ir a d n a l u

W Six Finish Wella Rindang Retno .(2013) .Strategie sto Proces sthe h s il g n E f o s t n e d u t S r u o F r e t s e m e S y b s m o i d I h s il g n E f o s g n i n a e M d e d n e t n I m a r g o r P y d u t S n o it a c u d E e g a u g n a

L .Yogyakatra :Pendidikan Bahasa Inggri s

s a ti s r e v i n

U SanataDharma.

i m a h a m e

M idiom merupakan sebuah tantangan bag iorang-orang yang s a h a b r a j a l e b g n a d e

s a . H al tersebu t dipicu oleh adanya kesultian dalam

n a ir a c n e

p maknakiasan darii diomtersebut. Peneilitani n idiadakansehubungan m o i d i i r a j a l e p m e m a y n g n it n e p n a g n e

d terutamabagaimana penggunaan strategi

s e s o r p u t n a b m e m t a p a

d penca iranmaknakiasan .

e n e

P ilitan in imempunya idua tujuan utama ,yatiu dimaksudkan untuk i g e t a r t s n a k u m e n e

m -strateg iyang sering digunakan oleh mahasiswa semeste r t

a p m

e Pendidikan Bahasa Inggri s(P ) BI untuk menemukan makna kiasan dar i o

i d

i m dan dtiujukan untuk mempelajar i keefektfia n tsrategi-strateg i yang . r a n e b g n a y n a s a i k a n k a m i r a c n e m a w s i s a h a m a r a p u t n a b m e m k u t n u n a k a n u g i d n e m k u t n

U capai tujuan-tujuan tersebut ,penelti imenggunakan peneilitan i e v r u s h il i m e m n a d f it p ir k s e

d sebaga i metode peneilitan untuk menjawab

y n a h a l a s a m r e

p ang muncu l dalam studi ini .Penelti i juga menyebarkan dua s

e u

k ione rdan melakukan d ua k ail wawancara sebaga iin tsrumen utama untuk k i n k e t n a k a n u g g n e m n a g n e D . a t a d n a k l u p m u g n e

m pemiilhans ampels ecaraacak ,

h il i m e m i ti l e n e

p 4 0 mahasiswa semeste rempa tPB Iuntuk menjad isampe ldar i u ti h g n e m i ti l e n e p , l u p m u k r e t a t a d h a l e t e S . i n i n a it il e n e

p ng haslinya dengan

u k e r f i r a c n e

m ens iandmenginterpretasikandatayangada .

a u d i r a d l a s a r e b i g e t a r ts a g it a d a a w h a b n a k k u j n u n e m n a it il e n e p l i s a H a d e b r e b i r o g e t a

k yang s neri g digunakan oleh mahasiswa seme tse rempa tPBI . i r o g e t a k i r a

D hanya menggunakan satu srtategi , strateg i 2 (menggunakan ) s k e t n o

k dans trategi 4 (membua tgambaran)menjadis trateg iyangpailngbanyak g n a y e s a t n e s r e p n a g n e d n a k a n u g i

d pencapaian ,243 d n2% a ,1 91 1% .Sementara

n u g g n e m i r o g e t a k i r a

d akangabungandar iduas rtategi ,kombinas idaris rtateg i2 i g e t a r t s n a

d 4 menjad isalah satu strateg iutama yang mencapa ipersentase ,

0

1 92% .Hasi lrise tjuga menunjukkan bahwa ada itga strateg iyang menjad i p i g e t a r t

s ailng efektfi untuk membantu para ssiwa menemukan makna kiasan m

o i d

i ,yatiu strategi 2(27,27%) ,strategi4 ( 12,73% )dan kombinas idar istrateg i i g e t a r t s d n a

2 4 (10,91%) .Penelti i menyimpulkan bahwa seitap mahasiswa p i a y n u p m e

m referensimerekamasing-masingdalammenggunakanstrateg iuntuk . m o i d i n a s a i k a n k a m i r a c n e m i ti l e n e p , i n i t e s i r n a h a m e l e k n a d n a s a t a b r e t e k n a g n e d n a g n u b u h e S n a k n a r a y n e

m aga rrisetselanjutnya dapa tmeilbatkanl ebihbanyakpesertauntuk h a u b e s g n a t n e t s a l e j h i b e l g n a y n a r a b m a g h e l o r e p m e

m fenomena yang terjad i

n a it il e n e p r a g a n a k l u s u g n e m a g u j it il e n e p , u ti n i a l e S . a s a h a b n a g n e d n a ti a k r e b a y n t u j n a l e

s menggunakan expeirmenta l study untuk mengetahu i perbedaan a

r a t n

a tsrategis atudanyangl ainnya .

t a