AFFRICATIVE

Penulis: Linda Kusuma Ningtias

AFFRICATIVE

Di dalam ilmu yang mempelajari tentang bunyi atau yang lazim disebut dengan fonologi, terdapat dua buah bunyi konsonan yang rumit dalam bahasa inggris. Adapula beberapa aturan pengucapan bunyi yang diantaranya adalah frikatif dan afrikatif. Kedua bunyi konsonan yang rumit tersebut termasuk kedalam afrikatif. Afrikatif adalah bunyi yang dihasilkan dengan peghambatan udara yang terdapat pada titik artikulasi dan langsung diikuti oleh lepas atau keluarnya udara dari paru-paru. Namun, di dalam bunyi yang dihasilkan oleh huruf yang termasuk dalam afrikatif, terdapat huruf frikatif didalamnya. Frikatif adalah bunyi yang dihasilkan hanya dengan penghambatan udara yang terdapat pada titik artikulasi.

Dari definisi yang sudah disebutkan, kita dapat mengambil contoh seperti bunyi /tʃ/ dalam kata “chug” dan bunyi /dʒ/ pada kata “jug”. Keduanya telah diperkenalkan sebelumnya sebagai bunyi yang terbentuk dari langit-langit mulut bagian atas (hard palate). Huruf konsonan awal dari “chug“ yaitu  /t/ yang merupakan huruf afrikat, dan dilanjutkan dengan bunyi /ʃ/ yang termasuk dalam bagian huruf frikatif. Sama halnya dengan huruf konsonan awal dari “jug“, yaitu /d/ merupakan huruf afrikat, dan dilanjutkan dengan /ʒ/ yang termasuk dalam bagian huruf frikatif. Ketika kita mencoba untuk mengucapkan kedua bunyi ini, maka kita dapat merasakan bahwa ujung lidah kita bersentuhan dengan tempat tumbuhnya gigi bagian atas (tooth ridge)  namun hanya sebentar, lalu selanjutnya akan menghasilkan bunyi frikatif.

Affricative memiliki 3 tahapan:

1.      Closing stage.

2.      Compression stage.

3.      Release stage.

            Pembebasan udara dari affricative adalah bertingkat (gradual), hal ini menyebabkan pemisahan dari articulator. Sebuah affricative disertai oleh pergeseran poin yang sama dimana penutupan yang lengkap dibuat. Untuk alasan ini bagian penutupan dari affricative diwakili didalam phonetic symbol oleh symbol yang sesuai dari plosive. Dan di bagian penutupan, dengan itu fricative dibuat dengan poin yang sama. Demikian sebuah affricative disimbolkan dengan diagraph yang berdampingan terdiri dari 2 huruf phonetic transcription untuk mewakili satu bunyi. Contoh affricative /tʃ/ untuk mewakili konsonan awal dari kata chess, chain, choose. Di dalam bahasa inggris ada 2 affricative, yaitu palate-alveolar /tʃ/ dan /dʒ/.

/tʃ/

            Dengan langit-langit atas yang lunak untuk mematikan bagian dari nassal. Hambatan untuk aliran udara dibentuk oleh penutupan antara ujung dan tengah lidah, dan alveolar ridge (tempat tumbuhnya gigi bagian atas), lidah bagian samping bersentuhan dengan gigi atas bagian samping. Pada waktu yang bersamaan lidah bagian depan bersentuhan langsung dengan langit-langit atas yang keras. The closure akan membebaskan udara secara perlahan, udara yang tertahan melepaskan diri dengan gesekan yang terjadi diantara lidah bagian tengah sampai lidah bagian depan dan gusi bagian atas sampai langit-langit keras atas mulut. Pita suara adalah bagian yang lebar, yang membuat bunyi /tʃ/ sebagai palate-alveolar affricative.

/dʒ/

Pita suara adalah bagian yang lebar, sedangkan untuk bunyi /dʒ/ pita suara menimbulkan getaran (vibration). /dʒ/ oleh karena itu voice palato-alveolar affricative. Dalam kasus ini /tʃ/, terdapat jumlah tertentu pada penonjolan dan pembulatan bibir dalam artikulasi /dʒ/. Juga, dalam kasus ini /tʃ/ termasuk dalam penonjolan dan pembulatan yang lebih besar ketika konsonan ini diikuti oleh pembulatan vocal (rounded vowel) dan sebaliknya. Pembulatan vocal pada kata “jaws” lebih besar dari kata “jazz”.

Jika kamu menggabungkan sebuah pemberhentian aliran udara dimulut dengan sebuah gangguan pembebasan yang disebabkan beberapa pergeseran, kamu dapat menghasilkan bunyi /tʃ/ dan /dʒ/. Itu disebut affricative dan terjadi pada awal kata “cheap” dan “jeep”. Konsonan awal dikata “cheap” adalah voiceless affricative (/tʃ/) dan pada kata “jeep” adalah voice affricative (/dʒ/).

Terdapat masalah yang umum tentang pengucapan bunyi yang dihasilkan oleh orang Vietnam dan Korea. Orang Vietnam sulit mengucapkan ketika pergantian huruf frikatif /ʃ/ menjadi bunyi huruf afrikat yang rumit seperti /tʃ/ . Misalnya orang Vietnam akan mengucapkan kata “ too mush” ketika mereka mencoba untuk mengucapkan “ too much “, itu berarti terjadi kegagalan dalam menahan udara yang keluar sebelum huruf frikatif dihasilkan. Agar semua ini tidak terjadi dalam jangka waktu yang lama, maka murid-murid harus menempatkan ujung lidah mereka pada tempat tumbuhnya gigi bagian atas (tooth ridge) ketika mereka mengucapkan bunyi /t/ dan setelah itu mengeluarkan bunyi /ʃ/ dengan jangka waktu yang sangat pendek.

Dua huruf konsonan yang rumit dari bahasa inggris ini mungkin tidak hanya ditemukan di bahasa lain yang memiliki huruf konsonan rumit di dunia. Banyak bahasa memiliki konsonan rumit seperti bunyi /ts/ ( /t/ + /s/ ) atau /dz/ ( /d/ + /z/ ). Orang Korea yang baru belajar bahasa inggris akan mengganti bunyi /dz/ untuk huruf awalan bunyi /z/ seperti kata “ zoo “ menghasilkan kata seperti “ dzoo “. Selama ini tidak ada perbedaan hasil kata bahasa inggris, perbedaan itu sulit untuk dimengerti.

REFERENCES

1.      Sethi, J. 2006. A course in phonetics and spoken English second edition. New Delhi: Rajkamal electric press.

2.      Yule, George. 2010. The study of language fouth edition. Cambrige: the university press.

3.      Rakatajasa. www.slideshare.net/rakatajasa/materi/fonologibahasaindonesia.com November , 9 2012

THE KINDS OF SENTENCE STRUCTURE

THE KINDS OF SENTENCE STRUCTURE

By: Puji Sumarsono

According to their construction, there are four kinds of sentences:

1. The Simple Sentence (1 IC)

              A simple sentence has one independent clause and no subordinate clauses/dependent clauses. It may have two subjects or two verbs.

Examples:

a. Marelyn cuts her hair. (one subject and one verb)

     S            V

b. Dina and Lina are new lecturers at UMM. (two subjects)

      S            S

c. Ronaldo caught the ball but then dropped it. (two verbs)

                   V                                   V

d. The Rector and his assistant studied students’ charecteristics and wrote

               S                   S            V                                                  V

    the reports on their findings. (two subjects and two verbs)

the rector studied and his assistant wrote.

2. The Compound Sentence (2/ lebih IC)

              A compound sentence has two or more independent clauses but no subordinate/ dependent clauses. The independent clauses are usually joined by conjunctions; and, but, or, nor, for.

Examples:

a.  Deddy prepared the slides, and Jack examined the students by the microscope.             (two independent clauses joined by the conjunction and).

b.     The train stopped at the station, but no one got off.

(two independent clauses joined by the conjunction but).

c.     The whistle blew, the drum rolled, and the crowd cheered.

(three independent clauses, the last joined by the conjunction and).

3. The Complex Sentence (1 IC + 1 or 2 DC)

              Like a compound sentence, a complex sentence contains more than one clause. But unlike the compound sentence, the complex sentence has at least one subordinate clause/ dependent clause. A complex sentence has one independent clause and one or more subordinate clauses. A subordinate clause/ dependent clause may be an adjective clause or adverb clause.

Examples:

a. When an important government official dies, flags are flown at half-mast.

              one dependent/ subordinate clause                    one independent clause

b. Some of men who joined demonstration destroyed public facilities.

- Some of the men destroyed public facilities. (one independent clause)

- Who joined in demonstration. (one dependent/ subordinate clause)

c. Because his mother who takes care is not at home, he cooks by himself.

- Because his mother is not at home, who takes care (two dependent clauses)

- He cooks by himself. (one independent clause)

4. The Compound-Complex  Sentence (2/more IC + 1 or more DC)

          A Compound-Complex Sentence is a combination of the compound sentence and complex sentence. Like a compund sentence, it has at least two independent clauses. And like a complex sentence, it has at least one subordinate / dependent clause. In short, a Compound-Complex Sentence has two or more independent clauses and one or more subordinate/ dependent clauses.

Example:

1. Atmojoyo began studying computer only a year, but he has already been asked to teach computer that is scheduled for next month.

- Two independent clauses:

   Atmojoyo began studying computer only a year, but he has already been

                  an independent clause                                    an independent clause

   asked to teach computer.  

- One subordinate/ dependent clause:

   that is scheduled for next month.

      dependent/ subordinate clause

Contoh Comparison Essay

Facebook VS Twitter

Nowadays, there are many kinds of social media. Based on sidomi.com, there are more than 20 social media in the world. The main purpose of social media is to help people to communicate each other easily. For example is Facebook and Twitter. Facebook was found by Mark Zuckerberg and launched on February 2004, and Twitter was found by Jack Dorsey and launched on July 2006.

Facebook and Twitter are social media that very popular today. Although they are very popular and have a lot of users, they have some contrast differences. Facebook and Twitter are a social media that allow the users to post words. The words that you post on Facebook are called status, and the words that you post on Twitter are called tweets. Facebook is mainly used by individuals who wish to stay connected or to reconnect with people that they know offline. As well as maintaining a personal profile and post messages on another user’s “wall”, users can upload photos and videos, share links, write long notes, send private messages, text and video chat, and play games.  However, Twitter is mainly used to communicate with other individuals with similar interests, regardless of whether the user knows one another of Twitter, and to follow updates from celebrities. Users can upload photos, share links, and send private messages.

On Facebook, the user can post some words with no limit, but on Twitter, the user just can post some word with no more than 140 characters.  Twitter has feature which called “trending topics”. It allows the users to know about what the popular topic or person that people talking about, but on Facebook, there is no a feature like this. Based on the resource, the Facebook users attain to 900 million users, but Twitter still has around 500 million users. For more detail, you can see the diagram below.

Resource:http://static.diffen.com/uploadz/thumb/e/e1/Facebook-vs-Twitter-users.png/450px-Facebook-vs-Twitter-users.png

Now, we already know about founder, launch date, and the differences between Facebook and Twitter. Although they are equally as a social media they have a lot of differences, it depends on what the user’s purpose in using it.

Contoh Lesson Plan

CONTOH  LESSON PLAN


School                          : SMA
Subject                         : English
Theme                          : Explanation Text
Level/ Semester          : XII/ I
Time allotment           : 2 x 45’ (two meetings)

A. Standard Competence
To express meanings in written functional texts and short simple essays in the form of explanation to interact with the surrounding environment.

B. Basic Competence
The students are able to make simple explanation text.

C. Indicators
1.    The students are able to construct sentences by using adverbial clause.
2.    The students are able to write an explanation text.

D. Goals
At the end of the lesson, the students are expected to be able to write simple explanation with the correct sentence construction and generic structure.

E. Material
Grammar :
- Conjunction that show cause/effect relationship
- Simple Present Tense
- Passive Voice
F. Teaching Methods
- CLT (Communicative Language Teaching)
G. Media: Worksheet, Whiteboard, and Board marker




H. Class Activity    
a. Pre activity (10’)
1. Greeting: Good morning students! How are you today?
2. Checking the students’ attendance
3. Checking their readiness: Are you ready to have the English lesson?
4. Introducing the topic: water cycle
5. Distributing the worksheets.
6. Stating the goals of the lesson.
7. Asking the students to do Task 1 as brainstorming.
b. Main activity (75’)

a. Model Paragraph
1. Giving an example of the short explanation text.
2. Asking the students to read and comprehend the text in Task 2
3. Explaining the generic structure and language features of the explanation text.
4. Giving chances to the students to ask questions.

b. Comprehension Questions and Language Based Exercises
1. Asking the students to do Task 3 in worksheet.
2. Reviewing about Simple present tense
3. Asking the students to discuss and practice using simple present tense.
4. Asking the students to do Task 4 and Task 5 in worksheet.
5. Discussing the answer of the questions together with the students.

c. Post activity (5’)
1.    Summarizing the lesson
2.    Giving chances to ask questions dealing with the material
3.    Praising what the students did, for example: You’ve done well today!
4.    Giving homework: Make an outline of an explanation!(Task 6)
5.    Doing reflection, for example:
       •    Is this too difficult for you?
       •    Is there any idea for the next meeting?

d. Closing the lesson: Thank you for your attention, and see you!


I. Evaluation
a. Students’ performance in oral composition
b. Students’ worksheet / writing

Task 1

1.    What makes water from seas, lakes, rivers and wet soils evaporate?
2.    What is the term for the process?
3.    Do plants also release water into the atmosphere?
4.    What is the term for the process?
5.    Where does the water vapour go?

Task 2
Read the following text.

Evaporation
Solar energy evaporates exposed water from seas, lakes, rivers, and wet soils; the majority of this evaporation takes place over the seas. Water is also released into the atmosphere by the plants through photosynthesis. During this process, known as evaporation, water vapour rises into the atmosphere.

Clouds form when air becomes saturated with water vapour. The two major types of cloud formation are stratified or layered grey cloud called stratus, and billowing white or dark grey cloud called cumulus. Nimbostratus clouds and cumulonimbus clouds are the two cloud types that are associated with rainy weather, nimbostratus clouds will bring steady rain, and cumulonimbus clouds will bring stormy weather.

Precipitation as rain or hail ensures that water return to Earth’s surface in a fresh form. Some of this rain, however, falls into the sea and is not accessible to human. When rain falls, it either washes downhill slopes or seeps underground; when snow and hail melt, this water also sink into the ground.
Rain fall also replenishes river water supplies, as does by underground water. Snow fall may consolidate into glaciers, and ice sheets which, when they melt, release their water into the ground, into the stream or into the seas.

Taken from Geographic’s Pocket World Reference, 2007

Explanation Text
The text above is an explanation text. An explanation text explains the processes involved in the formation or workings of natural or sociocultural phenomena. The explanation sequence contains a sequenced explanation of why or how something occurs.


Social function
To give an account of how something works or reasons for some phenomena. (how does it work? Why is it so? )

Generic structure
-         General statement
-         A sequence explanation of why or how something occurs. (5W1H)

Linguistic features of explanation

-         General and abstract noun
-         Action verbs
-         Simple present tense
-         Passive form
-         Conjunction time and cause
-         Cause and effect relationship
-         Noun phrases
-         Adverbial phrases
-         Complex sentences
-         Technical terms

Task 3

Work in groups of four. Discuss the answers to these questions.
1.    Why does the majority of evaporation take place over seas?
Answer: ……………………………………………………………………………
1.    How do clouds form?
Answer: ……………………………………………………………………………
1.    How much major types of cloud formation are there?
Answer: ……………………………………………………………………………
1.    What types of clouds are associated with rainy weather?
Answer: ……………………………………………………………………………
1.    What will bring continuous rain?
Answer: ……………………………………………………………………………
1.    What makes it certain that their water return to Earth’s surface in a fresh form?
Answer: ……………………………………………………………………………


Simple Present Tense
Simple present tense used to express about facts that happen in our environment. Beside that simple present tense used to express about daily activities.  

( + )     S + V1(s/es)+ O
( – )   S + do/does + not + V1 + O
( ? )   Do/Does + S + V1 + O ?

Example :
The rain falls down to the earth.
The rain does not fall dawn on summer.
Does the rain fall down everyday?

Task 4
Complete the sentences. Use the words in parentheses. Use simple present tense. Pay special attention to singular and plural and to the spelling of final -s/-es.

1.    The students (ask, often) often ask questions in class.
2.    Pablo (study, usually) _____________ at the library every evening.
3.    Olga (bite) ___________ her fingernails when she is nervous.
4.    Dona (cash) ___________ a check at the bank once a week.
5.    Sometimes I (worry) ___________ about my grades at school. Sonya (worry, not) ___________ about her grades. She (study) ___________ hard.
6.    Ms. Jones and Mr. Anderson (teach) ___________ at the local high school.
Ms. Jones (teach) ___________ math.
7.    Birds (fly) ___________ . They (have) ___________ wings.
8.    A bird (fly) ___________. It (have) ___________ wings.
9.    Jason (do, always) ___________ his homework. He (go, not) ___________ to bed until his homework is finished.
10.  Mr. Cook (say, always) his homework is finished hello to his neighbor in the morning.
11.  Rima (pay, always) ___________ attention in class. She (answer) ___________ questions. She (listen) ___________ to the teacher. She (ask) ___________ questions.
12.  Sam (enjoy) ___________ cooking. He (try, often) ___________ new recipes. He (like) ___________ to have company for dinner. He (invite) ___________ me to dinner once a month. When I arrive, I (go) ___________ to the kitchen and (watch) ___________ him cook. He usually (have) ___________ three or four pots on the stove. He (watch) ___________ the pots carefully. He (make) ___________ a big mess in the kitchen when he cooks. After dinner, he (wash) ___________ all the dishes and (clean) ___________ the kitchen. I (cook, never) ___________. It (be) ___________ too much trouble. But my friend Sam (love) ___________ to cook.
Task 5
Complete the question and answers with the words in parentheses. Use the simple present of the verbs.

A:    (you, study) _______________ a lot?
B:    I (study) _______________ at least three hours every night. My roommate (study) ____________ at least five hours. He’s very serious about his education. How about you? (you, spend) _______________ a lot of time studying?
A:    No, I don’t. I (spend) _______________ as little time as possible. I (like, not) _______________ to study.
B:    Then why (you, be) _______________ a student?
A:    My parents (want) _______________ me to go to school. I (want, not) _______________ to be here.
B:    In that case, I (think) _______________ that you should drop out of school and find a job until you decide what you want to do with your life.

ANSWER KEY

Task 1
1.    Solar energy
2.    Evaporation
3.    Yes, they do
4.    Photosynthesis
5.    The atmosphere

Task 3
1.    The majority of evaporation takes place over seas because the surface of the sea gets more solar energy.
2.    Clouds form when air becomes saturated with water vapor.
3.    They are two major types.
4.    Nimbostratus clouds and cumulonimbus clouds are the two cloud types that are associated with rainy weather.
5.    Nimbostratus clouds will bring continuous rain.
6.    Precipitation as rain or hail.

Task 4
1.    often ask
2.    usually studies
3.    bites
4.    cashes
5.    am worry, is not worry, studies
6.    teach, teaches
7.    fly, have
8.    flies, has
9.    always does, does not go
10.  always says
11.  always pays, answers, listens, asks
12.  enjoys, often tries, likes, invites, go, watch, has, watches, makes, washes, cleans, never cook, is, loves

Task 5
A:    Do you a lot?
B:    I study at least three hours every night. My roommate studies at least five hours. He’s very serious about his education. How about you? Do you spend to study a lot of time studying?
B:    Then why do you become a student?
A:    My parents want me to go to school. I do not want to be here.
B:    In that case, I think that you should drop out of school and find a job until you decide what you want to do with your life.

WHAT IS PLAGIARISM?

Plagiarism is an act or instance of using or closely imitating the language andthoughts of another author without authorization and therepresentation of that author's work as one's own, as by notcrediting the original author: It is said that he plagiarized Thoreau'splagiarism of a line written by Montaigne. Synonyms:appropriation, infringement, piracy, counterfeiting; theft,borrowing, cribbing, passing off.

For more explanation, you can download the power point presentation here :)

Contoh Argumentative Essay

Minor Worker

Nowadays, it is not a big deal anymore if we see a minor worker in the street. There are so many minors in the street that work as a beggar, shoes polisher, and a singing beggar. Almost all of them work in the street because their parents do not have much money to pay their education in school, so the parents just ask them to work and get some money for their live than study in school and spend a lot of money. In this case, I believe that there are several reasons why the minor worker wants to work in young ages.

First, the minor worker thinks that they have to work and save their money for school in one day. I know someone in my hometown, he did not school, but he worked and saved his some money for school in the next year. Actually, government has given a free education for children whom cannot afford the cost, but the uniform is not free, and there are some schools that still ask the student to pay something that do not have to pay. The minor worker can handle it if that is really happen in their school.

Second, students can get an education from their teacher in school, but the minor worker thinks that they can get an education from other resources such as books, newspapers, and environments. There are many minors that do not school, but they still want to learn and know something. “Some of the minors are not school, but they can learn English from their environments”, said Dewa as a citizen in Bali ( Pandu, 2010).

The last one, the minor worker who think that there is nothing that has to change in their life. They just follow their parents’ order because of they have no ambition to live better. There are so much minor workers in the street that have no ambition to live better, they just live to get some money, and then they use it to live, if there is no money, they will try to get it and use it again, they just do it continuously. I did something like observation with my classmates, I asked them what they think about this third reason, and 75% of them think that almost the entire minor worker is have no ambition to change their life to be better.

So, I think that there are three reasons why the minor worker wants to work in young ages, the first one is the minor worker thinks that they have to work and save their money for school in one day, the second one is the minor worker thinks that they can get an education without school, and the last one is the minor worker who thinks that there is nothing that has to change and have no ambition in their life, they just live their life that already existed.

Reference:

Pandu. (2010). Tingginya Pengangguran di Bali. Retrieved from http://www.denpostnews.com/Home-Tajuk-2010-860301246beg.html

(Accessed: May 26, 2013)

POEM ANALYSIS or HOW TO ANALYSIS A POETRY

Wild Nigths - Wild Nights!

by Emily Dickinson

United States 1830-1886

Wild Nights - Wild Nights!

Were I with thee

Wild Nights should be

Our luxury!

Futile - the Winds

To a Heart in port,

Done with the Compass

Done with the Chart!

Rowing in Eden!

Ah, the sea!

Might I but moor

Tonight in thee!

                                                                    Author: Michael Forys

Published: 1919, Wisconsin – United states

                                                             Publisher: Norton

                                                                          Resource: Poems to Read

Poem Analysis

Wild Nights – Wild Nights by Emily Dickinson

“Wild Nights – Wild Nights!” is a Lyric poetry which written by Emily Dickinson who largely disappeared from society. She became a local Amherst eccentric, always dressed in white. Near the end of her life, she shunned company of any kind. In this her poem no narrative plot to report and there is no story to tell. The poem is sustained exclamation, an extended expression of agitated yearning for reunion with a lover.

The theme of this poem is Dickinson expresses a side that may seem incongruent with the conventional persona that so often relegates her to virginal solitude.

This three-stanza poem has four line in every stanza (Quatrain)

The rhyme scheme in this poem is there are two types.

In the first stanza it is A-B-B-B because there word ‘’night” in the first line (A) then “thee” “be” and “luxury” in the second until the fourth line (B). It is B because those words have same pronunciation in the last syllable.

The second and third stanza is A-B-C-B because just there are two words which have same pronunciation in the last syllable; it is second line and the fourth line.

Stanza One: “Were I with thee”

Dickinson’s ardent affections appear directed at one person. The selection of the verb “were” is a conspicuous use of the subjunctive tense, indicating that Dickinson is separated from the person she desires. She therefore speaks in the hypothetical, projecting forward into the fantasy of what would happen were they to come together.

‘Luxury,’ the word which pointedly concludes the first stanza, bears complicated meaning. It makes an oblique reference to carnality by way of its contemporary definition, which involves excessive or superfluous indulgence. However, its archaic dictionary definition is more direct: “lust; lasciviousness; lechery.” Dickinson would most likely have been aware of this antiquated definition and used it purposefully.

Stanza Two: “To a Heart in port”

In this stanza, Dickinson expresses the concentrated singularity of her affection by using nautical metaphors. She begins the stanza with “Futile—the Winds—/To a Heart in port—“. Here, Dickinson communicates that she is constant, and her affection cannot be moved, even by strong winds.

The final two lines reference her having put aside the compass and chart. Since she has found what she has been looking for, she has put away her map and directional guide. They are no longer required.

Stanza Three: “Might I but moor”

The final stanza again employs nautical imagery. Because of its seemingly veiled reference to intercourse, the final lines have inspired the greatest amount of controversy. Scholars have even theorized that Dickinson's choice of phrasing, “Might I but moor – Tonight – / In Thee!”, indicates that she was attempting to write in a male voice.

The figurative language:

1. Apostrophe: the speaker in the poem is addressing someone who is not there. We know the addressee is not in front of the speaker from line 2: "Were I with thee," which is the subjunctive case, and it would be completed by saying "If only I were with you," in modern vernacular, or the way a modern person speaks.

2. There is an implied metaphor in line 2 of the second stanza, saying the heart is in a port, as if the heart were a ship or boat. The second stanza actually seems to say the heart of the speaker has found its favorite port and is there to stay, and a compass and chart are not required anymore to find that place again.

3. There is alliteration in the next to the last line of stanza three "Might I but moor" with the "m" sound getting repeated there.