Köln, Universiẗat, Diss., 2002.

Zugl.: Berlin, Humboldt-Univ., Diss.

Zugl.: Bremen, Univ., Diss., 2007

Thesis (doctoral)--Rijksuniversiteit te Leiden, 1989. / Includes bibliographical references.

Academisch proefschrift - Utrecht.

The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used. An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text, The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.

Der Autor zeichnet den chinesischen Einfluss auf die Bahasa Indonesia nach. Er listet chinesische Lehnwörter im heutigen Indonesisch auf, gibt Etymologien an und erörtert ihren Assimilationsprozess. Die meisten dieser Entlehnungen haben ihren Ursprung nicht in P'u-t'ung-hua, sondern in den Dialekten der der südöstlichen Küstenprovinzen Chinas: Chekiang, Fukien und Kwangtung. Vor allem der Dialekt von Süd-Fukien, auch bekannt als Amoy-Chinesisch, hatte großen Einfluss auf die Sprachgewohnheiten der malaiisch sprechenden chinesischen Siedler auf dem indonesischen Archipel. Bahasa Indonesia hat viele dieser Wörter übernommen, die heute in der gesprochenen Sprache der Republik weit verbreitet sind. der heutigen gesprochenen Sprache der Republik Indonesien. / The author traces Chinese influence on the Bahasa Indonesia. He lists Chinese loanwords in present-day Indonesian giving etymologies and discussing their assimilation process. The majority of these loans have their origins not in P’u-t’ung-hua but in the dialects of the South Eastern coastal provinces of China: Chekiang, Fukien and Kwangtung. Especially the dialect of Southern Fukien, also known as Amoy Chinese, had great impact on the language habit of Malay-spenking Chinese settlers in the Indonesian archipelago. Bahasa Indonesia has absorbed a lot of these words which are now being widely used in the present-day spoken language of the Republic of Indonesia.

This thesis combines corpus-based and contrastive approaches, seeking to provide a systematic explanation of passive construction in two typologically distinct languages, Mandarin Chinese and Bahasa Indonesia. Previous studies of bei construction and di- passive have mentioned and discussed some verbs which can or cannot be passivized; however, they have not yet provided a systematic categorization of those passivized verbs. Therefore, this thesis aims to reveal the semantic restrictions that affect the compatibility of verbs to appear in passive form. This corpus-based contrastive study also suggests similarities and differences of passives in both languages in terms of structure, meaning, and function. Analysis in this study is based on two corpora: (1) the internet posting of news articles in Bahasa Indonesia from Kompas Cyber Media between January 7-13, 2008; (2) the internet posting of news articles in Mandarin Chinese from 中國時報 ‘China Times’ between January 7-13, 2008. News articles were taken from the same or consecutive days from two main topics: international news and entertainment news. The findings in this study show that transitivity is the most prominent semantic feature of the verbal stems in order to be eligible for passivization in both languages. Bei passives are more often to co-occur with transitive verbs while di- passives can co-occur with both intransitive and transitive verbs. Regarding the relation between structure and meaning, passivization process in Mandarin Chinese only adds a causative-resultative reading and does not change the lexical meaning of the verbal stem. On the contrary, the passivization process in Bahasa Indonesia involves a complex derivation process which alters the transitivity and lexical meaning of the base verb.

abstract: This thesis examines the narratives and meta-commentary of Indonesian users of English about their English as a Second Language (ESL) experiences. It approaches interview data with ten Indonesian second language (L2) speakers of English from a narrative analysis/inquiry perspective. Each interview was transcribed according to a modified set of discourse analysis (DA) transcription conventions, then coded by the researcher. The first research question addressed what linguistic devices members of this population used to achieve cohesion and coherence in their narratives, and the second research question examined how members of this population portrayed their L2 selves in their narratives. The data yielded 21 linguistic devices that fell into three levels of frequency. Connectives, discourse markers, and repetition were by far the most common linguistic devices, followed by adverbials, embedded clauses, intensifiers, and the word like (non-comparison uses), which were somewhat frequent linguistic devices. The data also showed that participants constructed their L2 selves using three main categories: agency, identity, and perceptions of English and the U.S.. In regard to identity, participants invoked membership categorization, where they portrayed their identities in relation to other individuals. The study concludes with suggestions for future research, especially relating to Indonesian L2 users of English. / Dissertation/Thesis / Masters Thesis English 2015