This article discusses a language phenomenon currently occurring in Indonesia which is related to borrowing English words with the addition of a prefix ng-/nge in the Indonesian. The purpose of this article is to show how some English words are borrowed in Indonesian and what changes occur within this borrowing process which will be seen on two linguistic levels (phonological and semantic). The data were collected through an observation either in writing forms found in social media or oral form used in daily conversations. The interim results show that phonologically, in general the loan words follow the Indonesian phonological rules with little divergence in certain cases. From the semantic analysis it was found that these Anglicism words can be divided into three categories based on their meanings: restriction, expansion and static.

This study discusses the formation of causatives based on the criteria proposed by Dixon (2012). Pertain to the mechanism of valency increasing, it is found that causative construction in Sasak Kuto-Kute dialect covers two forms: morphological and lexical. Morphological causative involves the process of adding confix N -ang/in and affix -in to the non-causative base verb, whilst, the lexical causative uses the causative verb mate 'died/killed'. Furthermore, it was found that the formation of causative from intransitive verbs can be done by moving the original S to O position in the causative construction, which is morphologically marked on the verb, and also using different verbs with the same meaning to form the causative construction which is followed by the transfer of the original S to O position. For transitive verbs, the formation can be done through the use of affixes with the original A and original O both becoming O1 and O2. Last, the causative construction in the dialect semantically involves five semantic parameters, namely transparency, naturalness, intention, involvement, and control.

This research is a descriptive study that examines the constructions of reflexive and reciprocal of valency decrease using linguistic typological theory proposed by Dixon (2012). The results of data analysis revealed that in Sasak Kuto-Kute dialect, reflexive constructions can be formed through two techniques; namely verb derivation and combination techniques. The verb derivation technique involved the addition of a nasal prefix (N) to the verb functioning as reflexive marker (REF), whilst, the combination technique employed the addition of confix n- -in followed by the pronoun diriqnya ‘him/herself’. The formation of reciprocal construction is carried out through three techniques: the use of reciprocal verbs, verb derivation and the use of reciprocal adverbs. The reciprocal verb used in the data is tempur 'meet'. Meanwhile, for verb derivation the addition of confix meng- -an on the verb kaol 'hug' makes the verb’s meaning reciprocal. In the technique of using adverbs, the sentences that bear reciprocal meaning are formed by adding the word saling ‘each other’ appearing before the bases (affixless), verbs with suffix -in and confix ke- -n. From the overall data, it was found that the verb derivation techniques for reflexive is more preferred, while for reciprocals, the technique of using adverbs is more often used compared to the other two.

This study aims to describe the critical thinking skills of junior high school students on the subject of the Human Circulatory System in Situbondo Regency. This type of research is descriptive quantitative by using critical thinking test questions. The number of respondents in this study amounted to 236 students in 5 schools in Situbondo Regency. The critical thinking test questions on the material of the human circulatory system are in the form of multiple choices and consist of five questions according to the critical thinking indicators according to Ennis. The results of the critical thinking test of junior high school students in Situbondo Regency with the material of the human circulatory system showed an average score of 47%, for the indicator of the ability to provide simple explanations an average of 54%, the indicator of ability to build basic skills an average of 48%, the indicator of ability to conclude an average of 48%, the indicator of ability to provide further explanation an average of 49%, and the indicator of ability to set strategy and tactics an average of 37%.