- Online College English Courses

On line Courses are now very popular. English as an international language is spoken by most of people in the world. Therefore mastering English becomes the main need for people who want to be able to communicate with other people from different countries in the world. In this modern era we can learn English in many ways. One of them is using the service of online college English Course. The following is the list which may help you give information on online colledge English Course.



English courses, ESL, Business English, TEFL, TESOL Online Courses Catch On in U.S. Colleges

The Internet Grammar of English

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Online College Education,Distance Learning Courses,USA Schools ...Online College Education,
Learn basic English language courses for foreign students

Camden College of EnglishCourses:

UIC : English, Chinese French, Italian, Japanese Courses LondonEnglish Language School

- Learning Foreign Language

Learning foreign language is different from learning native language. Foreign language usually refers to the language spoken by foreign countries. There are some differences between foreign language learning and native language learning. Native language learning occurs at childhood time but foreign language learning happens at school age or adult time. The motivation of learning native language is high while the motivation of learning foreign language is low. The capacity to acquire language (LAD) in native language learning is strong but that in foreign language is not as strong as that of the native language. The Capability to make analysis, however, is high at adult time.

- "Tingkeb", the Culture of the Celebration of Pregnancy in Dukuhturi

Tingkeb is the culture of celebration of pregnancy done by the people living in Dukuhturi. Dukuhturi is a "dusun" (part of the village)which belongs to the district of Warureja, the regency of Tegal, the province of Central Java, Indonesia. Tingkeb is held when the pregnancy is seven months old, in the first pregnancy (for the first child) of a mother. In Dukuhturi, Tingkeb lasts for one day and one night. The neighbors an family come to the host by donating money or rice. At night the men are invited to pray to God in the pregnant woman's house. Lebe (the leader of Islamic religious matter in the village) reads the praying and the other people say Amiin. After ptaying, all of the programs of Tingkeb are over.

- ENGLISH LANGUAGE TEACHING SERIES : Integrating Tutorial Program and Performance Class

By: Syariful Muttaqin.

The teaching of English in the English Department of Brawijaya University has been continuously evaluated and redesigned in order to meet the increasing demand of the learned language in the modern world. Some improvements have been undertaken in the area of skill-course teaching. This is due to the belief that the stronger the students have acquired the basic language skills, the easier they will develop their language competence in the following semesters. The Intensive Course Program which integrates the four language skills (speaking, reading, listening, and writing) has been implemented to cope with the current situation for the freshmen of the English Department of Brawijaya University. The obstacles and problems in learning a language including the lack of practice, the minimum time of exposures, and the tightly scheduled teaching-learning process leading into boredom encountered inside and outside the classroom were taken into account to take some necessary actions to empower the existing resources. A tutorial program supervised by the senior students and a performance class run by the teachers were implemented in the attempt to solve the encountered language problems.

This paper is aimed to describe the implementation of Tutorial Program and Performance Class in the Intensive Course Program for the freshmen of the English Department of Brawijaya University in the academic year of 2004/2005. The freshmen are divided into two programs, Strata 1 and Diploma III.

The tutorial was implemented four times a week accompanying the regular classes. The program was designed for enrichment and remedial in which the activities varied in accordance with the lessons scheduled in the handbook, such as group discussions, role-plays, song appreciation, games, and independent study. All these activities were supervised by the senior students. In addition, Performance class was devoted to give students more opportunities to apply the language skills learned in more “real-life” situation during the ongoing programs. At the end of the intensive course program, the students were assigned to perform drama in groups based on the classes. The performance was really an opportunity to apply what they had previously learned. Besides, it was entertaining. Despite the fact above, there are still some rooms for improvement.

- G.Method of the Research

Title:
AN ANALYSIS OF GRAMMATICAL ERRORS IN BILINGUAL TRANSLATION

G.Method of the Research

Uma Sekaran states that research can be conducted to obtain valid information which would help in solving management problems in organized effort to investigate a specific problem which needs a solution (1992:4). In addition, methodology is a science discussing the ways or strategies to develop and verify the correctness of the knowledge by using research method (Hadi, 1984: 4).
From both definitions of research and methodology, the writer tries to summarize them into the methodology of the research. The research methodology is the ways or strategies that are systematic and organized to solve a specific problem.
In this research, the writer uses the qualitative method which presents the data in non numeral and usually linguistic units in oral written form (Sellinger, 1990:201). In addition, Moleong states (2005:11) that the collected data is in a word form, picture and non-number. The data can be taken from interviewing, field note, picture or photograph, video tape, and memo. Therefore, the writer will use a descriptive qualitative research design because all observed data are language used by human beings and they are in a word form. Furthermore, based on the research methodology, the writer is going to arrange this research method on several subtitles, they are:

1. Population and Sample
In Encyclopedia of Educational Evaluation (Arikunto, 2002: 108), “a population is a set (or collection) of all elements possessing one or more attributes of interest”. In accordance with this research, the population is the fourth semester students of English Letters Department of Ahmad Dahlan University in 2006-2007 Academis Year on translation class. The total number of population is presented in the following table.
Table 1.1 The Population Distribution of Each Class
No Class Number of the Students
1. A 40
2. B 40
3. C 40
Total 120

If the researcher only analyzes a part of the population, she must use sample (ibid: 109). Hornby (1995: 1040) states that sample is a number of things or people chosen randomly from a larger group. According to Arikunto (2002: 112), the researcher is suggested to take all individuals when the number of population is the same as or less than 100. Furthermore, the researcher may take 10 – 15 % or 20 – 25 % or more of them if the number of population is more than 100.

In this study, the researcher takes the sample up to 35 % of the total population. Thus, the total number of the sample in this research is 42 students.

2.Method of Collecting Data
According to Arikunto (2002: 127-135), data collecting is the technique to collect the data. There are some research methods that can be used as the data collecting technique, such as: test, questionnaires, interview, observation, rating scale and documentation. While, Sudaryanto (1993:132) states that there are two methods of data collections in linguistic research, namely: metode simak (observation method) and metode cakap (interview method). Based on the methods above, the researcher uses observation and documentation method in collecting data.
Observation method (Metode simak) is applied to gather the data by observing the use of language (ibid: 133). In this method, the researcher selects teknik catat (noting technique) as its collecting technique.

Noting technique (ibid: 135) is technique which uses cards, books, notes, disk or other documents to analyze and to classify data of the research. Therefore, the researcher uses this technique. The researcher notes the data from the translation tasks of the fourth semester students of English Letters Department of Ahmad Dahlan University then she classifies them. The result of it is orthographic transcription because the data are in word form.
In documentation method (Arikunto, 2002: 206), the researcher uses some references such as books, newspapers, magazines, articles, memo and internet printing that are related with the quotation about the data either in words, phrases, clauses or sentences.

3. Method of Analyzing Data
After the data are collected, the next important step is analyzing the data. The goal of the data analysis is to summarize the data and to represent them to be better comprehensible, interpreted, or related to some decisions the user hopes to make (Krippendorf, 1980:109).

Data analysis is very important part in the research because in this part, all problems are solved with some systematic process. Then, the result can give the information whether the researcher can solve the problem of her questions or not. Therefore, the researcher must be able to find the suitable method and technique to solve her formulation of the problems.

The source of the data is the final examination work of translation class on the fourth semester students of English Letters Department of Ahmad Dahlan University in 2006/2007 academic year, and the data are language in words form, such as phrase, clause or sentence without number or graphic, so the descriptive qualitative method will be used in this research. Then, the data will be described systematically, factually, and accurately.

In relation with the methods above, the researcher uses the structural analysis method. According to Soepomo (unpublished: 13), Structural Analysis method is analyzing the linguistic units (the form of the research data), such as the structure of sentence, clause, phrase, phoneme, etc. The result of this analysis is the description and explanation of the system of the linguistic units.
In analyzing the grammatical errors in bilingual translation, the researcher reads and observes them carefully to find the linguistic units by using the structural analysis method and to analyze the grammatical arrangement in a language, it is suitable or not with the rule in translation process.

- F. Significance of the Study

Title:
AN ANALYSIS OF GRAMMATICAL ERRORS IN BILINGUAL TRANSLATION

F. Significance of the Study

As the result of the research, the writer expects that the study of an analysis of grammatical errors in bilingual translation have much significance. The significance is not only useful for the writer as theoretical uses, but also for the students, readers, lecturers, and university. The significances are:

1. Theoretical Uses
Theoretically, this research can be useful for the writer to explore her knowledge and to apply her theoretical study of linguistics. Moreover, the research finding will enrich and improve the knowledge of the researcher especially in the linguistic field.

2. Practical Uses

a. To the Students
The writer hopes that after reading this analysis, the students can get the information about how to analyze the grammatical errors and the interpretation of the sources of errors in bilingual translation, so they will realize their weakness. Moreover, it is hoped that they will use the research finding to learn their English effectively, especially in translation and to enrich their knowledge about linguistic study.


b. To the Readers
The writer has some expectations that this analysis can give some information about the uses of it and give scientific understanding about the language phenomenon in society of the linguistic errors. Then, the reader will be able to understand the message presented in the form of this analysis.

c. To the Lecturers
The writer expects that the information from this analysis can make the lecturers know what elements of English cause much trouble to students. This will be a great importance to them in improving and developing English teaching-learning strategy and process, especially in conducting the teaching-learning of translation. In addition, the findings of this research can show the lecturers about what parts of the materials they have been taught and need further attention, so they can decide whether they can move to the next item or have to devote more time in the working on material.

d. To the University
The writer hopes that this analysis can be used as the material to be reference especially in linguistic field for another candidate of the writer who wants to analyze about the same subject. Furthermore, it can be useful to enrich the linguistic references that can be used as the additional teaching and learning material.

- E. Reviews on the Related Studies

Title:
AN ANALYSIS OF GRAMMATICAL ERRORS IN BILINGUAL TRANSLATION

E. Reviews on the Related Studies

It is better for good study to pay more attention to other studies in order to give the great appreciation and avoid the plagiarism. Before conducting this research, the writer finds some similar researches dealing with the grammatical errors. There are some studies that have been analyzed by other researchers related with grammatical errors and writing skill. The writer uses some of them as the references in this study.

First, the English Education Study Program student of Ahmad Dahlan University, Anis Jati Sunda, in her graduating paper in 2004 writes An Error Analysis on Noun Phrase Construction Made by the Fifth Semester Students of English Education in 2003-2004 Academic Year. In this research, she analyzes the kinds of grammatical errors made by the fifth semester students of English Education Study Program in 2003-2004 academic year. She takes the sample from their translation tasks.

Then, Sulistiyawati, the student of English Education Study Program of Ahmad Dahlan University, in 2004 writes An Error Analysis of the Simple Present Tense Sentences of the Sixth Grade Students of Ngablak Elementary School in the Academic Year of 2004/2005 for her thesis. She discusses the grammatical errors of the simple present tense made by the students and the possible causes of the errors. The sample of her research is taken from the translation task of the sixth grade students of Ngablak Elementary School in the academic year of 2004/2005.
The other researcher that has similar research with those above is Enny Ingketria, the student of English Department of Cultural Sciences Faculty of Gadjah Mada University in 2007 who writes Error Analysis on “Subject Verb and Wrong Repetition”. She classifies the errors and gives possible reasons for the errors. She takes the sample from TOEFL-like Test of 2006 Gadjah Mada University students.

The next researcher is the student of Department of English Education Faculty of Language and Arts State University Yogyakarta, Indah Puspawati, in 2001 who writes the graduating paper entitled An Analysis of Grammatical Errors in Speaking (A Study on the English Education Department Students of Yogyakarta State University in 1999-2000 Academic Year). In this research, she analyzes the kinds of grammatical errors in speaking and infers the sources of those errors. The sample of this research is taken from the activities in their speaking class.

From the previous studies, the study of An Analysis of Grammatical Errors in Bilingual Translation Made by the Fourth Semester Students of English Letters Department of Ahmad Dahlan University in 2006-2007 Academic Year needs to be conducted because this study is important to know the grammatical errors made by English Letters Department students and what the possible sources of errors are. This study has the similar topic but it has the different object from the previous one and it has not been researched before.

- D. Objectives of the Study

Title:
AN ANALYSIS OF GRAMMATICAL ERRORS IN BILINGUAL TRANSLATION

D. Objectives of the Study

In accordance with the problem formulations, the objectives of the study are as follows.

1. To identify and describe the kinds of grammatical errors, which occur in translating Indonesian into English made by the English Letters Department students of Ahmad Dahlan University.

2.To infer the sources of grammatical errors in bilingual translation (from Indonesian into English) made by the English Letters Department students of Ahmad Dahlan University.

- C. Formulation of the Problems

Title:

AN ANALYSIS OF GRAMMATICAL ERRORS IN BILINGUAL TRANSLATION

C.Formulation of the Problems

Based on the background and the title above, the writer will formulate the problems of the research as follows.

1. What kinds of grammatical errors often occur in translating Indonesian into English made by the English Letters Department students of Ahmad Dahlan University?

2. What are the possible sources of grammatical errors in translating Indonesian into English made by the English Letters Department students of Ahmad Dahlan University?

- B. Scope of the Study

Title:
AN ANALYSIS OF GRAMMATICAL ERRORS IN BILINGUAL TRANSLATION

B. Scope of the Study

As stated in the background for choosing the subject, errors may occur in speaking, reading, listening and writing. In this research, the writer will only focus on the errors made in writing of translation class on the fourth semester students of English Letters Department of Ahmad Dahlan University in 2006-2007 Academic Year.
Based on the linguistic category (phonology, grammar and lexical), this research would be limited on grammatical errors in bilingual translation (Indonesian into English) because grammar is the basic elements of a language. It is also an important communication aspect because it is very difficult for learners to be able to communicate without having knowledge of grammar.

- A.Background for Choosing the Subject

TITLE:

AN ANALYSIS OF GRAMMATICAL ERRORS IN BILINGUAL TRANSLATION

A.Background for Choosing the Subject

It is realized that human interaction and all society activities will be dead without language. Language is the most important means of communication in human life because language refers to human being. It is used by people to interact with others and to convey some information that they have. By using language, information can be spread clearly in every level of society. Trask says that without language, people could hardly have created the human world they know (1996: 1).

There are many functions of language and some of them are 1) to impart factual information and to convey essential commands; 2) to communicate feelings and emotions (crying, screaming, etc); 3) to maintain social contact on a friendly level; 4) for purely aesthetic reasons.
Through language, the culture of people can be built and developed. Language is used to make communication with the society. It is also used by people to adapt with the new environment they meet. According to Keraf (1980: 1), language is a means of communication between the members of society in the form of sounds created by the human organ of speech. Whereas, Lim Kiat Boey defines language as what people use in communication, or it is made up of sounds when they speak; words that refer to things; sentences that convey meaning (1975: 1). Language is a habit. It is got and learned with repetition in human life (Parera, 1997:42).
For English Department students who study language, it is important to know the language aspects because they must be capable to translate one language to the other language. The language competence must be gained through learning process. Hardjono (1988: 13) says that learning another language means learning all language aspects, because one aspect with another aspect is a unity.

The scientific study of language is called linguistics. Like any other scientific study, language analysis is done systematically within the framework of some general theories of language structure (Boey, 1975:3). There are many subjects that can be studied from linguistic category. Linguistics covers phonetics, phonology, morphology, syntax, semantics, sociolinguistics, psycholinguistics, pragmatics and lexicology.
One of the language categories is syntax which studies grammar besides morphology. Syntax is the study of the rules to form or to make grammatical sentences in a language or the study of pattern of sentences and phrase formation from word (Yerkes, 1989: 1443). Furthermore, grammar is studied in syntax and it is an important aspect of a language. According to Hornby, grammar is defined as the rules in a language for changing the form of words and combining them into sentences (1995: 517).
Languages express grammatical relationships in different ways. Every language has its own grammatical rule, but two different languages may use the same means of expressing grammatical relationships and also use them in the same way. In this case, English Letters Department students of Ahmad Dahlan University study about both Indonesian and English which have different grammatical rules. English grammar is different from Indonesian grammar. They have each own characteristic to make a sentence in their own language. Nevertheless, language uses different grammatical devices to signal the same meaning. The relationship of subject, verb and object or complement is expressed in word order by using the grammatical rule. If the order changes, the meaning must also change.

Not only grammar, but also translation skill is important in learning another language. In reality, translation skill is often faced by people in daily life, for example: the translation of medical sciences, economic and political sciences, electronic guide book, children short story, etc.
Translation itself means a process of replacing/ reproducing/ transferring from the source language (SL) of written text/material concept into its target language (TL) equivalent in such a way that people retain the meaning and style (Karnadidjaya via Sutopo & Candraningrum, 2001: 4). Moreover, according to Wilss, translation is a transfer process which aims at the transformation of a written SL text into an optimally equivalent TL text, and which requires the syntactic, semantic and pragmatic understanding and analytical processing of the SL (Suryawinata and Hariyanto, 2003:16).

Grammar and translation skill are very important in learning another language. Some differences of the grammatical systems between two languages can cause grammatical errors in translation process. Difficulties in relation to English grammatical system are often faced by students of the English Letters Department who take Translation I and Translation II. For those two subjects, students have to translate text, which is derived from some sources, such as newspaper, magazine, student’s hand out or lecture task. Their topic can be culture, arts and other sciences in the form of Indonesian or English.

In relation to the explanation above, students are motivated to be able to express the events in English or vice versa, which means that the students can express the events in the form of texts in both English and Indonesian. From those activities, students often face difficulties that can cause the error of the linguistic level, for examples: omission, addition, misformation (wrong selection), or misordering (wrong ordering). Those errors may be at a graphological or phonological level (Corder, 1981:36).

In studying bilingualism, many people assume that it is easy to understand that the errors made by bilinguals are caused by their mixing of the SL and TL. Moreover, it can be caused by the limited knowledge of the second language learners for mastering many grammatical rules of the TL. In this research, Indonesian sentences are as the SL and English sentences are as the TL. Different class of errors are represented by sentences such as We will be marry, He is admire them…, You should back...., Four childs loved..., She regret her decision…, etc.
In the example above, the sentence We will be marry, is translated from Kita akan segera dinikahkan. In English, the main verb in a passive voice is in the form of be+ participle, therefore, the part of the sentence should be We will be married.

Based on the background above and the phenomenon which happens in translation class of English Letters Department Students of Ahmad Dahlan University, the researcher tries to analyze this study in her paper entitled An Analysis of Grammatical Errors in Bilingual Translation Made by the Fourth Semester Students of English Letters Department of Ahmad Dahlan University in 2006-2007 Academic Year.

This research will analyze the grammatical errors in bilingual translation in translation class based on syntactic approach. It needs to be analyzed because of some reasons, they are 1) to know how far the ability of the fourth semester students in translating text from Indonesian sentences into English sentences is; 2) to find the method to fix the system of teaching process in the translation class; and 3) to decrease the errors made by students.

- Linguistics, Linguistic, and Linguist

Linguistics (noun) : The scientific study of language. (an academic discipline)

Linguistic (adjective) :
(1) The adjective from language, as in such phrases as ‘linguistic skill’
(2) The adjective from linguistics, where it refers to an approach characterized by the scientific attributes of that subject, as in ‘linguistic analysis’.

Linguist (noun) :
(1) A person who studies linguistics. For this meaning, the term Linguistician is
also used.

(2) Someone who speaks a large number of languages.
A linguist in the sense of a linguistics expert need not be fluent in languages, though he must have a wide experience of different types of languages

- The answer Key of Lingustics Test 1

A. Fill in the blanks with suitable answers.

01. Morphology.
02. performance
03. corpus
04. structural
05. content words.
06. in , the, but, can
07. signifier
08. competence
09. The man standing there and teaches English
10. constituent analysis.
11. phoneme
12. pin and bin
13. transformation
14. headed
15. kernel
16. phoneme and morpheme
17. morpheme
18. phonology
19. stress, pitch, and intonation
20. minimal pair
21. free
22. -ness in happiness and -ment in development
23. -ed in cooked -er in richer
24. allomorphs
25. allophones
26. 3
27. 3
28. inflectional
29. derivational
30. unaspirated

- Linguistics Test 1

A. Fill in the blanks with suitable answers. (The answer Key is available in the archieve

01. The study of the structure of word is called……………………… .
02. According to Chomsky, the actual use of language in concrete situation is called….....................
03 Bloomfield uses ……………… ( or samples) in his language study.
04. The linguistics in the era of Bloomfield is called ……………. ….. linguistics.
05. The words go, book, lazy, and well are …………………. words.
06. The examples of function words are …….. , …..., ……. , and …….. .
07. The acoustic image of linguistic sign is …………………..
08. Chomsky states that the implicit knowledge of language in one’s head is called………….
09. The I C analysis of the sentence The man standing there teaches English is ……........................
and...................................
10. The analysis of the relationships between the elements of sentence proposed by Bloomfield is called………………………. analysis.
11. The smallest distinctive unit of language is called …………………………
12. The example of a minimal pair is ………………. and ………………….
13. According to TG, the sentence Did he go to school is the …………............. of He went to  school
14. According to structural linguistics, a beautiful girl is called ………………………construction.
15. According to Chomsky, simple sentences which can be transformed are called……………..sentences.
16. According to structuralists, the building blocks of a language are …………………and…………….. ..
17. The smallest meaningful unit of language is called……………………..
18. ……………………….. studies the sound system of a language.
19. The suprasegmental phonemes include ……………….…, ………………………..., and
…………………………
20. ………………… is two forms which are the same in every where except one sound at
the same place which can differentiate meaning.
21. Morphemes which can meaningfully occur alone are called …………………morphemes.
22. The examples of derivational morphemes are -er in teacher, ……. in …………………...
and ……… in …………………. .
23. The examples of inflectional morphemes are –s in books, …….. in …………………and
…… in ……………….. .
24. The variants of morpheme are called …………………….
25. The variants of phonemes are called……………………..
26. The word bought consists of ……. (how many) Phonemes.
27. The word reprintable consists of …………….(how many) morphemes.
28. –er in cleverer is a/an ………………………. bound morpheme.
29. –er in boxer is a/an …………………………...bound morpheme.
30. The phoneme /p/ has two allophones, namely aspirated and …………………. Phones.

- Javanese Politeness

Javanese speech varies depending on social context, yielding three distinct styles, or registers.Each style employs its own vocabulary, grammatical rules and even prosody. This is not unique to Javanese; neighbouring Austronesian languages as well as East Asian languages such as Korean and Japanese share similar constructions.

In Javanese these styles are called:

1. Ngoko is informal speech, used between friends and close relatives. It is also used by persons of higher status to persons of lower status, such as elders to younger people or bosses to subordinates.

2. Madya is the intermediary form between ngoko and krama. An example of the context where one would use madya is an interaction between strangers on the street, where one wants to be neither too formal nor too informal.

3. Krama is the polite and formal style. It is used between persons of the same status who do not wish to be informal. It is also the official style for public speeches, announcements, etc. It is also used by persons of lower status to persons of higher status, such as youngsters to elder people or subordinates to bosses.

In addition, there are also "meta-style" words — the honorifics and humilifics. When one talks about oneself, one has to be humble. But when one speaks of someone else with a higher status or to whom one wants to be respectful, honorific terms are used. Status is defined by age, social position and other factors. The humilific words are called krama andhap words while the honorific words are called krama inggil words. For example, children often use the ngoko style, but when talking to the parents they must use both krama inggil and krama andhap.

Below some examples are provided to explain these different styles.

Ngoko: Aku arep mangan (I want to eat)
Madya: Kula ajeng nedha.
Krama:
(Neutral) Kula badhé nedha.
(Humble) Dalem badhé nedha.
Mixed:
(Honorific - Addressed to someone with a high(er) status.) Bapak kersa dhahar? (Do you want to eat? Literally meaning: Does father want to eat?)
(reply towards persons with lower status) Iya, aku kersa dhahar. (Yes, I want to eat).
(reply towards persons with lower status, but without having the need to express one's superiority) Iya, aku arep mangan.
(reply towards persons with the same status) Inggih, kula badhé nedha.

The use of these different styles is complicated and requires thorough knowledge of the Javanese culture. This is one element that makes it difficult for foreigners to learn Javanese. On the other hand, these different styles of speech are actually not mastered by the majority of Javanese. Most people only master the first style and a rudimentary form of the second style. Persons who have correct mastery of the different styles are held in high esteem.

source: Wikipedia

- Javanese Syntax

Modern Javanese usually employs SVO word order. However, Old Javanese particularly had VSO or sometimes VOS word orders. Even in Modern Javanese archaic sentences using VSO structure can still be made.

Examples:
Modern Javanese:   "Dhèwèké (S) teka (V) nèng (pp.) kedhaton (O)".
Old Javanese:           "Teka (V) ta (part.) sira (S) ri (pp.) ng (def. art.) kadhatwan (O)".

Both sentences mean: "He (S) comes (V) in (pp.) the (def. art.) palace (O)". In the Old Javanese sentence, the verb is placed at the beginning and is separated by the particle ta from the rest of the sentence. In Modern Javanese the definite article is lost in prepositions (it is expressed in another way).

Verbs are not inflected for person or number. Tense is not indicated either, but is expressed by auxiliary words such as "yesterday", "already", etc. There is also a complex system of verb affixes to express the different status of the subject and object.

However, in general the structure of Javanese sentences both Old and Modern can be described using the so-called topic-comment model without having to refer to classical grammatical or syntactical categories such as the aforementioned subject, object, predicates, etc. The topic is the head of the sentence; the comment is the modifier. So our Javanese above-mentioned sentence could then be described as follows: Dhèwèké = topic; teka = comment; nèng kedhaton = setting.

source: wikipedia

- Examples of agglutinative languages

Examples of European agglutinative languages are the Finno-Ugric languages, such as Finnish, Estonian and Hungarian. These have highly agglutinated expressions in daily usage, and most words are bisyllablic or longer. Grammatical information expressed by adpositions in Western Indo-European languages is typically found in suffixes. For example, the Finnish word talossanikin means "in my house, too". Derivation can also be quite complex. For example, Finnish epäjärjestelmällisyys has the root järki "logos", and consists of negative-"logos"-causative-frequentative-nominalizer-adessive-"related to"-"property", and means "the property of being unsystematic," "unsystematicalness." The word has lots of stem changes, so Finnish is not the best example for an agglutinative language.

Agglutination is used very heavily in some Native American languages, such as Nahuatl, Quechua and K'iche, where one word can contain enough morphemes to convey the meaning of what would be a complex sentence in other languages.

Agglutination is also a common feature in the native language of the Basque people, the ancient Euskara tongue which has likely been spoken by the Euskaldun (native Basque speakers) for perhaps at least 2000 years.

Almost all of the Philippine languages also belong to this category. This enables them, especially Filipino, to form new words from simple base forms.

Japanese is also an agglutinating language, adding information such as negation, passive voice, past tense, honorific degree and causality in the verb form. Common examples would be hatarakaseraretara (働かせられたら), which combines causative, passive, and conditional conjugations to arrive at the meaning "if (subject) had been made to work...", and tabetakunakatta (食べたくなかった), which combines desire, negation, and past tense conjugations to mean "(subject) did not want to eat".

Turkish is yet another agglutinating language: the expression Avustralyalılaştıramadıklarımızdanmışsınız is pronounced as one word in Turkish, but it can be translated into English as "supposedly you are one of those whom we could not make Australian."

Sourcce: wikipedia

- Agglutination

In linguistics, agglutination is the morphological process of adding affixes to the base of a word. Languages that use agglutination widely are called agglutinative languages. These languages are often contrasted with fusional languages and isolating languages. However, both fusional and isolating languages may use agglutination in the most-often-used constructs, and use agglutination heavily in certain contexts, such as word derivation. This is the case in English, which is an isolating language, but has an agglutinated plural marker -(e)s and derived words such as shame·less·ness.

Agglutinative suffixes are often inserted irrespective of syllabic boundaries, for example, by adding a consonant to the syllable coda as in English tie — ties. Native speakers of strongly agglutinating languages untrained in linguistics cannot usually break down an agglutinated word into its components. Agglutinative languages also have large inventories of enclitics, too, which can be and are separated from the word root by native speakers in daily usage.

Source: Wikipedia

- Javanese Language

Javanese is the language of the people in the central and eastern parts of the island of Java, in Indonesia. In addition, there are also some pockets of Javanese speakers in the northern coast of western Java. It is the native language of more than 75,500,000 people.

The Javanese language is part of the Austronesian family, and is therefore related to Indonesian. Many speakers of Javanese also speak Indonesian for official and business purposes, and to communicate with non-Javanese Indonesians.

Besides in Indonesia, there are large communities of Javanese-speaking people in the neighbouring countries such as East Timor, Malaysia, Singapore, Australia, and also Hong Kong and Taiwan. In addition there are also Javanese-speaking people in Suriname, the Netherlands, and New Caledonia. The Javanese speakers in Malaysia are especially found in the states of Selangor and Johore. (For example, the former Chief Minister of Selangor, Khir Toyo, is an ethnic Javanese.) 

Javanese belongs to the Sundic sub-branch of the Western Malayo-Polynesian (also called Hesperonesian) branch of the Malayo-Polynesian subfamily of the Austronesian super family. It is a close linguistic relative of Malay, Sundanese, Madurese, Balinese, and to a lesser extent, of various Sumatran and Borneo languages, including Malagasy and Filipino.

Javanese is spoken in Central and East Java, as well as on the north coast of West Java. In Madura, Bali, Lombok and the Sunda region of West Java, Javanese is also used as a literary language. It was the court language in Palembang, South Sumatra, until their palace was sacked by the Dutch in the late 18th century.

Javanese can be regarded as one of the classical languages of the world, with a vast literature spanning more than 12 centuries. Scholars divide the development of Javanese language in four different stages:

Old Javanese, from the 9th century
Middle Javanese, from the 13th century
New Javanese, from the 16th century
Modern Javanese, from 20th century (this classification is not used universally)

Javanese is written with the Javanese script (a descendant of the Brahmi script of India), Arabo-Javanese script, Arabic script (modified for Javanese) and Latin script.

Although not currently an official language anywhere, Javanese is the Austronesian language with the largest number of native speakers. It is spoken or understood by approximately 80 million people. At least 45% of the total population of Indonesia are of Javanese descent or live in an area where Javanese is the dominant language. Four out of five Indonesian presidents since 1945 are of Javanese descent. It is therefore not surprising that Javanese has a deep impact on the development of Indonesian, the national language of Indonesia, which is a modern dialect of Malay.

There are three main dialects of Modern Javanese: Central Javanese, Eastern Javanese and Western Javanese. There is a dialect continuum from Banten in the extreme west of Java to Banyuwangi, in the foremost eastern corner of the island. All Javanese dialects are more or less mutually intelligible.

Source: Wikipedia