A CONTRASTIVE ANALYSIS BETWEEN ENGLISH AND INDONESIANLANGUAGEI . INTRODUCTIONTeaching English to the Indonesian students is not as difficult as most people imagine. There is a strong belief that almost every one can do it. The experience has clearly indicated that the ideas of Contrastive Analysis play a very decisive role and contribute very much to the successful of doing this (Koencoro, 2006). Contrastive analysis has been regarded as main pillars in the domain of second or foreign language acquisition especially in Indonesia. Yet, not many English teachers know much about this term and it seems they have found difficulties related to how to conduct a simple contrastive analysis of Indonesian and English language. For that sake this paper is written. This paper is aimed to give a bright example how to make a contrastive analysis of Indonesian and English. Further than that, this paper is also aimed to give a clear understanding about how Indonesian differs from English in the sense of its language features.This paper mainly deals with the similarities and dissimilarities of the two languages, Indonesian and English, in the morphological, syntactical, and sociolinguistics levels. In the first discussion, some remarks are given about the Contrastive analysis. In the second discussion, comparison of the idea of plural have been made and similarities and dissimilarities between the two languages are brought out. In the third discussion comparisons has been made for the sentence structure at syntactic level. Discussion four, deals with the comparison of passive and object-focus construction. Discussion five, six, seven and eight deals with the similarities and dissimilarities of subject prominence in English and nya in Indonesian, terms of address, code mixing and code sifting in sociolinguistics level, and gender orientation versus kinship orientation. The concluding remarks of the above contrastive studies have, are outlined in the last session of this paper. This study is helpful for L2 learners in the process of language acquisition and also for the descriptive study of the languages.

II. DISCUSSIONA. Contrastive AnalysisContrastive analysis in general term is an inductive investigative approach based on the distinctive elements in a language (Kardaleska, 2006). In common definition, the term can be defined as the method of analyzing the structure of any two languages with a view to estimate the differential aspects of their system, irrespective or their genetic affinity of level development (Geethakumary, 2006).Contrastive Analysis of two languages in question: L1 and L2, pointing at the specific features of each language system (in its major areas: phonology, morphology, lexicology, syntax, text analysis) helps in the process of anticipation of possible difficulties with the L2 learners. A part of the difficulties can be attributed to the mother tongue (first language) interference (Kardaleska, 2006).A systematic comparative study analyzing component wise the differences and similarities among languages was clearly recognized towards the end of 19th century and the beginning of 20th century, especially in Europe. The term Contrastive linguistics was suggested by Whorf, for comparative study which is giving emphasis on linguistic differences. Meanwhile contrastive linguistics has been redefined as a subdiscipline of linguistics concerned with the comparison of two or more languages or subsystems of languages in order to determine both the differences and similarities between them (Geethakumary, 2006).The contrastive analysis emphasizes the influence of the mother tongue in learning a second language in phonological, morphological and syntactic levels. Examination of the differences between the first and second languages helps to predict the possible errors that can be made by L2 learnersContrastive analysis provides an objective and scientific base for second language teaching. While learning a second language, if the mother tongue of the learner and the target language both has significantly similar linguistic features on all the levels of their structures, there will not be much difficulty in learning the new language in a limited time. For knowing the significantly similar structures in both languages the first step to be adopted is that both languages should be analysed independently. After the independent analysis, to sort out the different features of the two languages, comparison of the two languages is necessary. From this analysis it is easy to make out that at different levels of structures of these two languages there are some features quite similar and some quite dissimilar.According to the popular assumptions of the contrastive analysis, the structural similarities will lead to facilitation and differences will cause interferences in the context of second/foreign language learning situations. This is however only a prediction and a partial understanding of the problems and prospects of a second/foreign language situation. The learners problems are not always constrained to the predictions of a contrastive study. Teachers competence, motivation and attitude of learners, teaching methods and instructional materials are the other variables that can significantly influence second/foreign language teaching. However, a contrastive grammar is highly useful for a motivated teacher and a learner for a more effective process of teaching and learning.B. The idea of pluralThe first idea to be discussed in this paper lies on the idea of plural. Plural here refers to the form of a noun or a verb which refers to more than one person or thing. English expresses plural implicitly by creating patterns how to use s and es. Indonesian on the other hand expresses plural explicitly. No definite rules how to create a plural form of a word except by reduplicating it, e.g rumah-rumah, mobil-mobil. The idea of plural can be clearly seen trough the following examples:

Indonesian EnglishSerigala itu binatang A wolf is an animal Wolves are animal Wolf is animalHiu itu ikan atau mamalia? Is a shark fish or mammal? Are sharks fish or mammal? Is shark fish or mammal?Tukang pos selalu membawa surat A postman always brings letters Postmen always bring letters

Hewan peliharaan membutuhkan perhatian A pet needs care Pets need care Pet need careFrom the example above, we can see that in English, the ideas of plural are expressed in many ways. A final s or es is added to a noun to make a noun plural. Sometimes, the changing a (man) to (men) is also needed to indicate plural. A final s or es is added to a verb I when the subject is a singular noun (a wolf, a shark, a pet) or a third a person singular pronoun (she, he, it) (Azar, 1989).C. Sentence structureThe basic order for Indonesian sentence is; Subject, Verb, Object or Adjective or Adverb. In syntactical term, simply we use the definition of S = NP.VP. A short hand way of saying that pattern is; a sentence consists of Noun Phrase and Verb Phrase. Yet in many cases, the order can be put in various ways, e.g a sentence may come from NP.VP, or NP.NP, or NP.AP or NP.PP. In English, the order strictly lies on S = NP.VP (sometimes VP with to be or linking verb). Below, you will find the differences in syntactical levelIndonesian EnglishNP.VP NP.VPPaman pergi ke Surabaya tadi malam Uncle went to Surabaya last nightKakak ke kampus naik motor Brother rides to campusIbu ke pasar naik becak Mother goes to market by peddycapNP.AdvP NP.VPBibi di kebun Aunty is in the gardenDompetnya di atas meja His wallet is on the tableNP.AP NP.VPBrudin sakit semalam Brudin was sick last nightMereka bising sekali tadi sore They were very noisy this afternoonNP.NP NP.VPOrang yang di sana tadi malam Andi The man who was there last night is AndyKebanyakan warga desa ini nelayan Most citizen of this village are sailorsNote: NP: Noun Phrase Adv P: Adverbial PhraseAP: Adjective Phrase VP : Verb PhraseD. Passive and Object-Focus ConstructionThe idea of passive is rare in speech, yet it occurs often in academic writing. The passive form of a verb phrase contain this pattern; be + past participle, e.g is bitten, was stolen, can be taken. In Indonesian, passive is shown by adding di- before a verb, e.g dimakan, ditipu, dipermalukan. In most clauses, the subject refers to the doer, or actor of the action of the verb (Leech and friends, 2003). When we create a passive sentence, the focus of the sentence goes to Subject. This term is well known as Canonical passive, e.g Buku itu sudah dibaca oleh Andi or The book has been read by Andi.Passive sentence in Indonesian, the position of focus may go to Object. We call it Object focus or in another word non canonical passive. The term can be defined as a sentence which has semi-active and semi-passive construction, e.g Buku itu sudah saya baca. This phenomenon does not occur in English except in relative clauses.Indonesian EnglishA: Erni menulis makalah ini A: Erni writes this paperP: Makalah ini ditulis oleh erni P: This paper is written by ErniMakalah ini ditulis ErniMakalah ini Erni tulis*A: Dia sudah mengirim suratnya? A: Has she sent the letter yet?P: Suratnya sudah dikirim oleh dia? P: Has the letter been sent by her? Suratnya sudah dikirim dia? Suratnya sudah dia kirim? Sudah dia kirim suratnya?*A: Saya tidak memakan makanan itu A: I did not eat that foodP: Makanan itu tidak dimakan oleh saya P: That food was not eaten by me yet Makanan itu tidak saya makan* Tidak saya makan makanan itu*Note: A: Active P:Passive* NonCanonical Passive/Object focusNotice that object focus constructions in Indonesian also occur in the so-called relative clauses in English. While relative clauses of the object pattern type in English do not change the voice of the verb, in Indonesian they do. That is, the antecedent referred to by the relative pronoun becomes an object focus in Indonesian. Compare the following English sentences with their Indonesian counterparts.Indonesian EnglishOrang tua yang ditemui Rika di sekolah adalah kakeknya The old man (whom) Rika met at the school was his grand father*Orang tua yang Rika menemui di sekolah..Indonesian EnglishDemonstrasi yang saya tonton di TV sangat menakutkan Demonstration I watched on TV was scary*Demonstrasi yang saya menonton di TV.Errors such as *Orang tua yang Rika menemui di sekolah.or *Demonstrasi yang saya menonton di TVare common to occur in the speech or writing produced by speakers of English learning Indonesian. Apparently, this is a kind of error known in TEFL as transfer. That is the carrying over of a syntactic structure in English into Indonesian (Kadarisman, 2002:3)Object-focus construction in Indonesian are different from cleft in English, e.g That is the man that I have met, or That is the key I am looking for. In Indonesian, cleft sentences are equal to object-focus + -lah construction, e.g Lelaki itulah yang pernah saya temui, and Kunci itulah yang sedang saya cari.In English, it is also possible to have object focus. Here we will call it Object fronting, e.g The man I have met, and The key I am looking for. However, it should be noted that object focus in English is a marked or unusual structure, whereas object focus in Indonesian as an unmarked or common structure. Moreover, object focus in Indonesian makes the sentence partly passive and hence the term Non-cannonical passive. In contrast, English object fronting does not change the sentence from active into passive. (Kadarisman, 2002:4).E. Subject prominence in English and nya in IndonesianEnglish is a subject prominent language. It means every sentence in English always requires a subject. The subject can be a proper name, pronoun or something else. Yet in Indonesian, the subject may be omitted. This phenomenon can be mentioned as Zero subject sentence. The subject is coverable from the contextIndonesian EnglishTinggalnya dimana sekarang? Where do you stay now?Pekerjaannya apa? What do you do for living?Butuhnya apa dariku? What do you need from me?Uangnya berapa? How much money do you have?In the sentence Tinggalnya di mana?, we do not find a subject since the subject needs not to be put there. Yet, this sentence still be understood by Indonesian people. Here zero subjects play role, and it is coverable from the context. In the sentence Where do you stay now?, the subject is definite, and in this case the subject is you.F. Terms of AddressIn Indonesia, The term of address is used to differentiate positions of people. It is also used to show politeness in conversation. To address someone who is older than us, we must use the proper address, e.g Bapak, Ibu, Panjennengan. In English, those terms are not used. English only addresses You to all of their interlocutors.Indonesian EnglishAnda sudah makan? Have you had your dinner?Bapak/Ibu Are you hungry?Pak Roni/Bu DewiAdik/Kakak/Mbak/MasHeri/Puspit lapar?G. Code Switching and Code MixingThe next discussion in this topic lies in the term of Code Switching and Code mixing that occurs in Indonesian and English spoken community. The existence of these two phenomena is familiar in daily conversations conducted among them. Many Code switching and code mixings events occur both in Indonesian people conversation and English spoken community. Here, Code-switching refers the use of two languages simultaneously or interchangeably (Valdes-Fallis, 1977). Chana (1984) describes code-switching as the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems. Code mixing on the other hand can be defined as the involvement of the deliberate mixing of two languages without an associated topic change. The example given by Pfaff (1979) demonstrates this event, a code mixing phenomenon between English and Spanish language.*I went to the house chiquitaI went to the little house (Pfaff, 1979)In this session, we are going to talk shortly about Code mixing phenomenon that occurs in Indonesian. Below, you will find clear examples of code mixing in a conversation between two Javanese;A: Mana Pak Wendi Lim, kok belum datang?B: Wah, dalem mboten ngertos, PakA: Lho, kemarin kan kamu saya suruh menyampaikan nota saya ke kantornya.B: Waktu saya sowan ke sana, beliau tidak ada. Sedang tindakan ke Madiun, kata Mbak Nunung Sekretarisnya.A: Mbak Nunung bilang apa?B: Mungkin sore atau malam hari Pak Wendi baru pulang dari Madiun. Lalu bilang,Notanya ditinggal di sini saja. Kalau Bapak rawuh, nanti saya haturkan (Kadarisman, 2002:5)H. Gender versus Kinship OrientationThe idea of gender orientation in English is commonly used in the form of pronoun, both subject and object. It may appear as he, she, him or her. More than that, the gender orientation is also used to differentiate subjects in a sentence. There are many terms to differentiate subject. One is used to differentiate siblings. We find the words brother and sister is aimed to differentiate male and female siblings, or son or daughter to differentiate male and female child. In Indonesian the term of gender orientation is not well known. When we talk about a child, we commonly say anak without referring what sex the child has. English will say a boy or a girl instead of a child. In this case we can say that English is a strongly gender oriented language. Below you will find example for that:Indonesian EnglishKemana dia pergi? Where does he go? Where does she go?Buku itu milik dia The book belongs to her The book belongs to himAnak itu bermain di lapangan The boy plays on the playground The girl plays on the playgroundIn Indonesian language, the ideas of kinship are very popular. These ideas play basic role in conducting a conversation. It seems the cultural background may support these Ideas. The cultural bound of Indonesian people create a close and respectful relationship with others. Someone who is close to us will be treated differently with someone who has no relative connection. The differentiation of address may be the realization for that.Indonesian EnglishNak Deni mau kemana? Where are you going?Mas DeniPak DeniSaudara DeniOm DeniConcluding The paper starts by making a brief explanation about Contrastive analysis. Then it continuous further by giving many examples of differences and similarities between two languages, Indonesian and English. This contrastive analysis may not provide a very significant role to scholars, yet in certain case, it helps much to L2 learner or to teachers of English language to give them a clear picture about the differences and the similarities lie between two languages.REFERENCESAzar, Scramfer, Betty. 1989. Understanding and Using English Grammar. New Jersey: Prentice-Hall.IncChana, U. 1984. Evaluative reactions to Punjabi/English code-switching. Journal of Multilingual and Multicultural Development. 5 (6), pp. 447-473.Geethakumary, V. 2006. A Contrastive Analysis of Hindi and Malayalam. http://www.languageinindia.com. 24 May 2006Koencoro, S. 2006. The Application of Contrastive Analysis in Teaching Indonesian to English Speaking Expatriates. http://www.ialf.edu. 24 May.2006Kadarisman, Effendi. 2002. Trends and Issues in Linguistics: an exercise. Unpublished modul: State University of Malang.Kadarisman, Effendi. 2002. Trends and Issues in Linguistics: an exercise. Unpublished modul: State University of MalangKardaleska, Ljubica. 2006. Contrastive Analysis and Error Analysis in Copmbination with Analysis of the Semantic Level. http://www.sil.org. 24 May 2006Leech, Geofrey&friends. 2003. An A-Z of English Grammar & Usage. Malaysia: LongmanPfaff, C.W. 1976. Functional and structural constraints on syntactic variation on code-switching. Papers from the Parasession on Diachronic Syntax. Chicago: CLS. pp. 248-59Valdes-Fallis, G. 1977. Code-switching among bilingual Mexican-American women: Towards an understanding of sex-related language alternation. International Journal of The Sociology of Language, 7, 65-7

CONTRASTIVE ANALYSIS OF ENGLISH AND INDONESIANNOUN PHRASEINTRODUCTIONThe goal of English Language Teaching inEnglish Study Program where the writer teaches is togive the students the ability to read English texts. It ishoped that later on the students can read scientificbooks written in English when they begin to writetheir theses.Many students find it difficult to interpret evenvery simple English noun phrases (NPs), such as stonebuilding and building stones. In collecting the EnglishNPs from books, the writer find that in every pagethere are about thirty NPs which will then be difficultfor the students when they read English. This indicateshow important the problem is.Contrastive linguistics may be roughly definedas a sub discipline of linguistics which is concernedwith the comparison of two or more languages (orsubsystems of languages) in order to determine boththe differences and similarities that hold between them(Fisiak et al. 1978; cf Jackson, 1976). The purpose ofthis paper is to help teachers and lecturers when theyteach English reading. Reading texts always containof some linguistic constructions which is oftendifficult to be understood by readers. Theconstructions, like NPs, among languages arerelatively different; thats why contrastive analysis isneeded to solve this problem. The notion of specifictheoriticalcontrastive studies was introduced byFisiak. These studies were defined as giving anexhaustive account of the differences and similaritiesbetween a given pair of languages(Zabrocki, 1980:46). The contrastive analysis in this paper is perhapsa bit different when compared with the contrastiveanalysis that has usually been done by some linguistsbecause it is aimed at finding a more useful way tointerpret the English NPs.Noun phrase is often also called Noun Clusteror noun group in grammar books. It is defined asfollows; A noun cluster is a noun with other wordsor groups of words clustering around it and modifyingit in various ways ( Roberts, 1956: 77). Examples ofnoun clusters are:1. a book,2. a new book,3. a new English book,4. a new English book on the table,5. a new English book on the table that you readlast night.The word book is the head word and the otherwords are called modifiers. The word book in theexamples is very important. That word is called thecentre or head of the NP. So the word book is thehead or the noun head. Every NP has a noun head.The readers may then ask also what a head wordis. A noun cluster always consists of at least twoparts: the noun itself and the word or wordaccompanying it. The noun is called the head wordof the cluster ( Roberts, 1956: 79).THE ANALYSIS OF ENGLISH NOUN PHRASEEnglish NPs can be divided into three majortypes, and each can be divided again into smaller ones.Type one is the one which has modifiers only in theleft side of the noun head, and type II, the modifiersare on the right side on the noun head. Type III is thecompound or mixed type, that is the modifiers comebefore and after the noun head.Type 1aPhrase structureNP d + N (s)N(s) is the phrase form ofN(oun)d is the noun determinerSurface structure : the factsOther examples : the librariana campusthose problemsmagazines covertwo presidentsType 1.bPhrase structureNP (d) + M1 + N (s)M1 stands for anymodifier that comesbefore the noun head,not including noundeterminer.When noun determiner in this type are putbetween brackets, it means that the d is occasionallydropped. The symbol M1 stands for any modifier thatxcan be used to substitute for the word good in thefollowing:Construction: a good book.We may substitute the word good with other type ofmodifiers like:a writing booka selected booka grammar bookM1 may consists of more than one word, examples:a new English booka well selected bookType 2:NP (d) + N (s) + M2M2 stands for any modifier thatcomes after the noun head.The symbol M2 stands for any modifier that can beplaced after the noun head. This type is divided againinto six types and tha latter into two types:2.a. N (s) + phrases2.b. N (s) + ClausesThe former can be divided again into six types andthe latter into two types.Type 2.aNP (d) + N (s) + M2M2 stands for any modifier thatcomes after the noun head.M2 in this type is divided into six sub-types:(1) prepositional phrase ,(2) adjective phrase,(3) adverbial phrase,(4) to verb,NPD N(s)The factsNPd N(s)These various aspectsNPD N(s)N (s) M2NPd N(s)N (s) M2 (5) -ing phrase,(6) -en phrase.Examples: (1) a body of people(2) a command so confident(3) the speaker at the moment he speaks(4) the way to do it(5) the word fulfilling a smaller function(6) the space enclosedIf each subtype is transformed into phrasesstructures, we shall have the following string:Type 2.a.1NPd N(s)N (s) P (phr)P N (s)A body of peopleNP (d)+N(s)+P(phr)P stands for preposition or preposition phraseType 2.a.2NPd N(s)N (s) AdjA command so confidentNP (d)+N(s)+P(phr)Adj stands for adjective or adjectival phraseType 2.a.3NPd N(s)N (s) AdvThe speaker at the moment he speaksNP (d)+N(s)+P(phr)Adv stands for adverb or adverbial phraseType 2.a.4NPd N(s)N (s) to vbThe way to do itNP (d)+N(s)+P(phr) to vb stands for to + verb,or to + verb phraseType 2.a.5NPd N(s)N (s) ing (phr)The word fulfilling (a smaller function)NP (d)+N(s)+P(phr)-ing (phr) stands for verb + ing phraseType 2.a.6NPd N(s)N (s) -en (phr)The space enclosedNP (d)+N(s)+P(phr)-en (phr) stands for past participial phraseType 2.b.1NPd N(s)N (s) th (clauseTh (clause is divided again into two subtypes. Threpresents words like that, who, and which. Each isfollowed by a verb.Th (cl) Th (cl)Th vb th clCl represents clauseNP vb (phr)The strings of types 2.b.1.a and 2.b.1.b are as follows:Type 2.b.1.aNPd N(s)N (s) th (clauseTh vb (phr)The girl that addressed meNP (d) + N (s) + th + vb (phr)Type 2.b.1.bNPd N(s)N (s) th (clauseTh clNP vb (phr)The thing that we are talking aboutNP (d) + N (s) + th + vb (phr)Type 2.b.2Type 2.b.2.2 is nearly the same as type 2.b.1.b.They are different only in one constituent. Instead ofth, it uses wh that represents words like: where, why,how, and the like.NPd N(s)N (s) wh (clausewh clNP vb (phrThe place where he put my hatNP (d) + N (s) + wh + vb (phr)Type 3This category contains the compound ormixed types. Combinations between type 1 and 2, ortype 2.a and 2.b, or 2.a.1 and 2.a.2, and so on.Sometimes the combination is very long. The EnglishNP is difficult for the Indonesian learners, moreeverwhen it is very long or when it is put in front andfunctions as a subject. In the latter situation, the NPis going to make many Indonesian learners of English,particularly in reading, unable to find or to identifythe subject of the sentence and the verb of thesentence. They cannot, therefore, understand themeaning of the whole sentence.CONTRASTIVE ANALYSIS OF ENGLISHNOUN PHRASE AND THEIR INDONESIANEQUIVALENTSAll types of NPs discussed in the previouspages will be compared with the Indonesianequivalence. Type 1.a and 1.b and type 3 are chosenbecause those types represent the English NPs whosemodifier fall before the noun head. In the comparisonof those two subtypes, it is found that theresimilarities and differences in grammatical system,particularly in word order between English andIndonesian NPs.Now let us see the following English NPs andtheir Indonesian equivalence. The word underlinedare their noun heads.1) One man = satu orang laki-laki2) The facts = kenyataan-kenyataan itu3) Your medicine = obatmu4) Seven aspects = tujuh aspek5) Such limits = pembatasan-pembatasan semacamitu6) All the events = semua peristiwa7) No choice = tidak ada pilihan8) Those questions = pernyataan-pernyataan ituIf we pay attention to the Indonesianequivalents on the right side, we shall find out thatnumber 1, 4, 6, 7 behave differently from those ofnumber 2, 3, 5, and 8. To make it clear, consider thefollowing boxes.1) Noun headOneSevenENGLISH All the ChoicesNoSatuINDONESIAN Tujuh pilihanSemuaTak ada2) Noun headTheYourENGLISH Such ChoicesthoseItuINDONESIAN pilihan MuSemacam ituituFrom those two boxes we can draw a temporaryconclusion that modifier in English NPs comes beforethe noun head, whereas in the Indonesian language itcomes after the noun head, except when it denotesquantity, like: one, two, some, any, a few, several,many, much, all, no, and the like.Now we can go to the next comparison. Lookat the following examples:9) good speakers = pembicara-pembicara yangbaik.10) These various aspects = aspek-aspek yangbermacam-macam ini11) Its basic form = bentuk dasarnyaSee the following boxes:3.Noun headENGLISH good Speakers(1)INDONESIAN Pembicara-pembicara Yang baik(1)4. Noun headENGLISH These various aspects(1) (2)INDONESIAN Aspek-aspek Yang bermacam-macam ini(2) (1)5. Noun headENGLISH Its basic Form(1) (2)INDONESIAN bentuk dasarnya(2) (1)See the figures put under each modifier in the boxes numbered 3, 4, and 5. We can notice easily the shiftposition from English (symbolized by L2) to Indonesian (symbolized by L1). From those three boxes we cansee that all the modifiers in L1 come after the noun head. This evidence again supports the first conclusionbecause none of the modifiers of the English NPs in number 9, 10 and 11 bears a noun determiner denotingquantity.Now we come to the more complex type of English NPs. Examples:12) a literal translation from some languages13) the form of the verb ending in ingIf they are translated into Indonesian, we shall have the following equivalents:12.a. sebuah terjemahan harfiah dari beberapa bahasa13.a. bentuk dari kata kerja yang berakhiran ingSee also the following two boxes and the figures under each modifier.6. Noun headENGLISH A literal translation From some languages(1) (2) (3) (4) (5)INDONESIAN sebuah terjemahan Harfiah dari beberapa bahasa(1) (2) (3) (4) (5)7. Noun headENGLISH The form Of the verb ending in -ing(1) (3) (4) (5)INDONESIAN bentuk Dari kata kerja yang berakhiran ing itu(2) (3) (4) (5)In the box number 6 in L1 we have one modifierthat comes before the noun head because the word ameaning sebuah denotes quantity and the othermodifiers come after the noun head, whereas all themodifiers in the box 7 come after the noun headbecause this NP has no modifier that denotes quantity.If we look at the last two examples (number 12 and13) carefully, we shall see that the modifier in eachnumber consist of NP as well, examples somelanguage in number 12, and verb ending in ing innumber 13. The word languages and verb are the nounheads of each. In this paper we shall call this kind ofnoun head sub-noun head. When we have a very longEnglish NP, we may have more than one sub nounhead. See the following examples.14) A young rich lady with a beautiful umbrella inher right hand.The word lady is the noun head of the wholeNP; the word umbrella and hand are the sub nounheads.According to the conclusion we obtain fromthe comparison above from number 1 to 13, we shallthen have the equivalent of the example number 14as follows:A young rich lady with a beautiful umbrella in1 2 3 4her right hand5Seorang wanita muda yang kaya yang membawa1 2 3sebuah payung yang bagus di tangan kanannya4 5All the modifiers in L1 should come after thenoun head wanita, except the noun determiner ameaning sebuah because it denotes quantity.CONCLUSIONIf we contrast the differences, we can draw thefollowing conclusions:1) English NPs have a different system of wordorder from that their Indonesian equivalents2) The modifiers in the English NPs may occurbefore or/and after the noun head.3) The modifiers in the Indonesian NPS occur onlyafter the noun head except when the modifier isa kind of noun determiner that denotes quantity.ITS IMPACT FOR THE INDONESIANSTUDENTS IN LEARNING TO INTERPRETENGLISH NOUN PHRASEThose elements that are similar to his nativelanguage will be simple for him, and those elementsthat are different will be difficult (Robert Lado, 1966:2). From this quotation we know that to interpretEnglish NPs is very difficult for Indonesian learnerslearning English because as found in the previousdiscussion that the English NPs have a differentsystem of word order from that of the Indonesianequivalents. The different system will make it difficultfor the learners not only in learning active masterybut also passive comprehension such as listening andreading.In reading, the learners will, perhaps, not findany difficulty when they meet some simple EnglishNPs like: a book, two men, many people, and the likebecause these constructions are similar to theirIndonesian equivalents, but difficulties will soon arisewhen they come across some NPs like: a stonebuilding, a garden flower, ten fifty-cent stamps, andso on. The difficulty first comes up when the modifierin the NP come before the noun head. The difficultyis not only that nearly all the modifiers in theIndonesian NPs come after the noun head, but partlybecause sometimes the modifier in the Engish NP isin the form of one word or a phrase, but in itsIndonesian equivalent the modifier may or shouldappear as a clause.1) A stone building = sebuah bangunan yangterbuat dari batu.yang terbuat dari batu is a clause in Indonesianlanguage. It is a passive construction.2) Ten fifty-cent stamps = sepuluh buah perangkoyang masing-masing berharga lima puluh sen.yang masing-masing berharga lima puluh senis also a clause in the Indonesian language.This kind of difficulty also appears when the EnglishNPs have modifiers that come after the noun head.Examples:3) The man in white = orang laki-laki yang berbajuputih itu. yang berbaju putih is also a clausein the Indonesian language.4) The girl sitting there = anak gadis yang duduk disana itu. yang duduk di sana is also a clause inthe Indonesian language.Another problem will come up when the verb beappears because this verb may or may not have itsequivalent in the Indonesian language. See thefollowing comparison:5) He is CleverDia PandaiIn this sentence the verb is has no equivalentin the Indonesian language.6) He is A teacherDia Seorang guruThe sentence may be translated into Dia adalahseorang guru, or dia seorang guru. So the verb ismay or may not be translated and both are correct inthe Indonesian language.7) He is At homeDia Ada Di rumahThe verb is is usually translated into adaparticularly when this sentence stands alone, but insome situation like an answer of a question: Dimanadia? (Where is he?), this question may be answered:Dia di rumah. The word ada is elliptic.8) He Is sleepingDia tidurThe word is here has no equivalent in theIndonesian language because the morphemes is anding are mutually obligatory, it means that theoccurrence of is requires the occurrence of -ing.They cannot be separated. is sleeping in theIndonesian language is sometimes translated intosedang tidur, but the word sedang cannot be saidto be the equivalent of be+-ing.The problem as shown above will give a lot ofdifficulties to the learners both in learning activemastery as well as in passive comprehension such aslistening and reading.Going back to the English NP, type 1.b, if wecompare it with its Indonesian equivalent, we shallalso find some differences in grammar. See thefollowing:Indonesian: Orang muda yang baik.English: (the) young good peopleThe Indonesian NP starts with the largest classand then follow the smaller and smaller limiters,whereas the English NP does do the opposite. Thelargest class is last and the smallest first. See thefollowing diagram:Indonesian NP type 1.b English NP type 1.bBaik peopleMuda youngOrang goodThe more we scrutinize the differentgrammatical systems between the English andIndonesian NPs, the more difficulties we can predictthat may be encountered by the Indonesian learnerslearning English and we can also know that the morecomplicated the English NPs, the more difficultiesthe learners will have.SUGGESTIONIn teaching reading and understanding theteacher needs first to make the learners able torecognize what an NP is. Then he can train the learnersto interpret very simple English NPs and later onproceed to more difficult ones.To obtain very simple English NPs, he shouldbe able to select very simple reading texts. Simplehere means not only in its content and vocabulary,but also in its structures. Then ask the learners toidentify the NPs. Break up the text into short sentencesand underline the NPs. Before the students begin tointerpret the whole sentences, they should begin tointerpret the NPs first and the sentences, and finallygo back again to the whole passage. The last part ismeant to make the learners able to recognize that apassage consists of many smaller units. This is veryimportant for beginners.BIBLIOGRAPHYJackson, Howard. 1976. Contrastive Linguistics What Is It?. ITL 32. 1-32.Roberts, Paul. 1956. Patterns of English. New York:Harcourt, Brace & World.Zabrocki, Tadeusz. 1980. Theoritical ContrastiveStudies: Some Methodological Remarks.Amsterdam: John Benjamin BV.