semantics

SEMANTIC ASSIGNMENT

“Semantic Features”

Compiled by Group 2:

• Jihan Milastyanur F (10.1.01.08.0131)
• Prafita Sintiani P (10.1.01.08.0206)
• Prasetyo Istianto (10.1.01.08.0207)
• Toyyibatul Utami (10.1.01.08.0272)

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF NUSANTARA PGRI KEDIRI

2013

PREFACE

First of all, I would like to express my gratitude unto God, who has been giving the great time to live in this world. Therefore, I can compiled this paper for semantic assignment.

This paper is aimed to qualify semantic subject. It mainly focus on “Semantic Features”. This is expected that the readers could learning about it.

This paper is far from being perfect. The suggestion and criticism for the better compilation in the future is happily welcomed.

The writers

TABLE OF CONTENTS

TITLE PAGE i

PREFACE ii

TABLE OF CONTENTS iii

CHAPTER I: OPENING

1. Background 1
2. Problem Formulation 1
3. Process of Writing Purpose 1
4. Process of Writing Benefit 1
5. Process of Writing Method 1

CHAPTER II: DISCUSSION

1. Definition of Semantic 2
2. Definition of Semantic Features 2
3. Semantic Feature Analysis 2
4. Example of Semantic Features 4

CHAPTER III: CLOSING

Conclusion 6

CHAPTER I: OPENING

1. Background

The semantic features analysis strategy engages students in reading assignments by asking them to relate selected vocabulary to key features of the text. This technique uses a matrix to help students discover how one set of things is related to one another.

2. Problem Formulation

1. What is the definition of semantic ?
2. What is the definition of semantic features ?
3. How to analyze semantic features ?
4. What are the examples of semantic features ?

3. Process of Writing Purpose

To increase our knowledge about semantic features in English.

4. Process of Writing Benefit

We will know the definition of semantic features and semantic features analysis in English.

5. Process of Writing Method

In this method the writer use a book of semantics by Drs. Sugianto and internet media.

CHAPTER II: DISCUSSION

1. Definition of Semantics

Semantics is a branch of linguistics dealing with the meaning of words, phrases and sentences, however, contrary to pragmatics it does not analyze the intended speaker meaning, or what words denote on a given occasion, but the objective, conventional meaning. Additionally, it is concerned with the conceptual meaning and not the associative meaning. The conceptual meaning is what a word in fact denotes, as for example Friday the 13 th is a day between Thursday the 12 th and Saturday the 14 th, and that is the conceptual meaning of the phrase Friday the 13 th. Yet, for many people the idea of that day brings to mind thoughts of bad luck and misfortune, which is the associative meaning.

2. Definition of Semantic Features

A semantic feature is one of a set of abstract elements, used systematically in various combinations to define individual meanings or a set of meaning. A semantic feature is used to distinguish the meaning of any one word from every other word.

3. Semantic Features Analysis

The semantic features analysis strategy engages students in reading assignments by asking them to relate selected vocabulary to key features of the text. This technique uses a matrix to help students discover how one set of things is related to one another. A Semantic Feature Analysis improves students' comprehension, vocabulary, and content retention. This strategy helps students to examine related features or concepts and make distinctions among them. By analyzing the completed matrix, students are able to visualize connections, make predictions, and better understand important concepts.

Steps to analyze semantic features:

1. Select a topic or concept from a reading selection for student analysis. Introduce the Semantic Feature Analysis graphical organizer (see below) as a tool for recording reading observations.
2. Help students list key vocabulary words related to the topic down the left hand column of the chart. Next, assist students in listing the properties or features of the topic across the top row of the chart.
3. Once the matrix is complete, review all the words and properties with the students and have them carefully read the text selection.
4. While reading, students place check marks in the matrix when a vocabulary word reinforces one of the properties of the topic.
5. After reading and completing the matrix, have students share their observations. Encourage discussion about differing results. Ask students to identify which vocabulary words best communicate the essential properties of the topic.

Example:

4. Example of Semantic Features

Semantic features categorize the different elements of the meaning of a word. Some words have more semantic features than others.

For example:
Man [+Human] [+Adult] [+Male]
Woman [+Human] [+Adult] [+Female]
Boy [+Human] [-Adult] [+Male]
Girl [+Human] [-Adult] [+Female]
Whereas:
King [+Human] [+Adult] [+Male] [+Status]
Queen [+Human] [+Adult] [+Female] [+Status]
Prince [+Human] [-Adult] [+Male] [+Status]
Princess [+Human] [-Adult] [+Female] [+Status]

The kinds of semantic features that you use will greatly depend on what you are analyzing/categorizing. Here are some potential examples:

FEATURE: + vs. -

Human : Baby vs. Pig
Animate : Pig vs. Chair
Edible : Toast vs. Rock
Tangible : Chair vs. Idea
Event : Birthday vs. Pig
Mobile : Cart vs. Tree
Transitive : Hugged vs. Sat
Finite : An apple vs. Apples

When assigning semantic features to multiple items, you only need to indicate the value of relevant features. You want to have enough features to distinguish between the items (ie. each item has a unique value set) without having unnecessary or redundant features.
For example, to distinguish between 'Pig' and 'Chair' you only need the feature Animate:
Pig [+Animate]
Chair [-Animate]

While to distinguish between 'Pig', 'Chair', and 'Baby' you need to use two features:
Pig [+Animate] [-Human]
Chair [-Animate] [-Human]
Baby [+Animate] [+Human]

Here is a larger example:
Pig [+Animate] [-Human] [0Young] [+Tangible] [-Event]
Chair [-Animate] [-Human] [0Young] [+Tangible] [-Event]
Baby [+Animate] [+Human] [+Young] [+Tangible] [-Event]
Adult [+Animate] [+Human] [-Young] [+Tangible] [-Event]
Idea [0Animate] [-Human] [0Young] [-Tangible] [-Event]
Birthday [0Animate] [-Human] [0Young] [-Tangible] [+Event]

CHAPTER III: CLOSING

Conclusion

When we try to find the meaning of a certain word or expression we normally depend on our understanding of the use or the context of that word or expression. Sometimes we find that the meaning seems very difficult to find because we know little about the context. Or, we know the context but the meaning cannot be found because we know nothing about the word or the expression itself.