cyang33/LingGym huggingface dataset:
Question 132:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): sunggu, sa ___ itu dengang tenaga
Gloss (with missing item): be.true 1SG ___ D.DIST with energy
The English translation of this sentence is:‘truly, I really jumped with energy’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ini} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{hidup} ‘live’, resulting in the emphatic reading \textitbf{hidup ini} ‘to be very much alive’. Along similar lines, in (\ref{Example_7.22}), \textitbf{itu} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{the morpheme ___} ‘its gloss ___’, giving the emphatic reading \textitbf{the morpheme ___ itu} ‘really its gloss ___ed’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: tempat	 gloss: place
B: word: tanding	 gloss: compete
C: word: klapa	 gloss: coconut
D: word: lompat	 gloss: jump
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 133:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): sunggu, sa lompat ___ dengang tenaga
Gloss (with missing item): be.true 1SG jump ___ with energy
The English translation of this sentence is:‘truly, I really jumped with energy’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ini} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{hidup} ‘live’, resulting in the emphatic reading \textitbf{hidup ini} ‘to be very much alive’. Along similar lines, in (\ref{Example_7.22}), \textitbf{the morpheme ___} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{lompat} ‘jump’, giving the emphatic reading \textitbf{lompat the morpheme ___} ‘really jumped’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: itu	 gloss: D.DIST
B: word: sana	 gloss: L.DIST
C: word: situ	 gloss: L.MED
D: word: rabu	 gloss: Wednesday
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 134:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): sunggu, sa ___ itu dengang tenaga
Gloss (with missing item): be.true 1SG ___ D.DIST with energy
The English translation of this sentence is:‘truly, I really jumped with energy’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ini} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{hidup} ‘live’, resulting in the emphatic reading \textitbf{hidup ini} ‘to be very much alive’. Along similar lines, in (\ref{Example_7.22}), \textitbf{itu} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{the morpheme ___} ‘its gloss ___’, giving the emphatic reading \textitbf{the morpheme ___ itu} ‘really its gloss ___ed’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: mana	 gloss: where
B: word: tanding	 gloss: compete
C: word: lompat	 gloss: jump
D: word: tempat	 gloss: place
Please only return the letter (A–D). Do not say anything else.
Correct Answer: C
Question 135:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): sunggu, sa lompat ___ dengang tenaga
Gloss (with missing item): be.true 1SG jump ___ with energy
The English translation of this sentence is:‘truly, I really jumped with energy’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ini} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{hidup} ‘live’, resulting in the emphatic reading \textitbf{hidup ini} ‘to be very much alive’. Along similar lines, in (\ref{Example_7.22}), \textitbf{the morpheme ___} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{lompat} ‘jump’, giving the emphatic reading \textitbf{lompat the morpheme ___} ‘really jumped’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: situ	 gloss: L.MED
B: word: itu	 gloss: D.DIST
C: word: mera	 gloss: be.red
D: word: sana	 gloss: L.DIST
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 136:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): {wa,} sa {masi} ___ ni, kam suda hinggap di sa punya badang
Gloss (with missing item): wow! 1SG still ___ D.PROX 2PL already perch at 1SG POSS body
The English translation of this sentence is:[After having been pestered by flies:] ‘wow!, I’m still very much alive, you (blue flies) had already perched upon my body’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ini} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{the morpheme ___} ‘its gloss ___’, resulting in the emphatic reading \textitbf{the morpheme ___ ini} ‘to be very much aits gloss ___’. Along similar lines, in (\ref{Example_7.22}), \textitbf{itu} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{lompat} ‘jump’, giving the emphatic reading \textitbf{lompat itu} ‘really jumped’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: siduasi	 gloss: Siduas
B: word: tinggal	 gloss: stay
C: word: mera	 gloss: be.red
D: word: hidup	 gloss: live
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 137:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): {wa,} sa {masi} hidup ___ kam suda hinggap di sa punya badang
Gloss (with missing item): wow! 1SG still live ___ 2PL already perch at 1SG POSS body
The English translation of this sentence is:[After having been pestered by flies:] ‘wow!, I’m still very much alive, you (blue flies) had already perched upon my body’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ithe morpheme ___} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{hidup} ‘live’, resulting in the emphatic reading \textitbf{hidup ithe morpheme ___} ‘to be very much alive’. Along similar lines, in (\ref{Example_7.22}), \textitbf{itu} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{lompat} ‘jump’, giving the emphatic reading \textitbf{lompat itu} ‘really jumped’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: begini	 gloss: like.this
B: word: ni	 gloss: D.PROX
C: word: ise	 gloss: Ise
D: word: sini	 gloss: L.PROX
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 138:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): sunggu, sa ___ itu dengang tenaga
Gloss (with missing item): be.true 1SG ___ D.DIST with energy
The English translation of this sentence is:‘truly, I really jumped with energy’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ini} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{hidup} ‘live’, resulting in the emphatic reading \textitbf{hidup ini} ‘to be very much alive’. Along similar lines, in (\ref{Example_7.22}), \textitbf{itu} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{the morpheme ___} ‘its gloss ___’, giving the emphatic reading \textitbf{the morpheme ___ itu} ‘really its gloss ___ed’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: monyet	 gloss: monkey
B: word: tanding	 gloss: compete
C: word: lompat	 gloss: jump
D: word: tempat	 gloss: place
Please only return the letter (A–D). Do not say anything else.
Correct Answer: C
Question 139:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): sunggu, sa lompat ___ dengang tenaga
Gloss (with missing item): be.true 1SG jump ___ with energy
The English translation of this sentence is:‘truly, I really jumped with energy’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ini} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{hidup} ‘live’, resulting in the emphatic reading \textitbf{hidup ini} ‘to be very much alive’. Along similar lines, in (\ref{Example_7.22}), \textitbf{the morpheme ___} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{lompat} ‘jump’, giving the emphatic reading \textitbf{lompat the morpheme ___} ‘really jumped’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: sana	 gloss: L.DIST
B: word: berdiri	 gloss: stand
C: word: situ	 gloss: L.MED
D: word: itu	 gloss: D.DIST
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 140:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): {wa,} sa {masi} ___ ni, kam suda hinggap di sa punya badang
Gloss (with missing item): wow! 1SG still ___ D.PROX 2PL already perch at 1SG POSS body
The English translation of this sentence is:[After having been pestered by flies:] ‘wow!, I’m still very much alive, you (blue flies) had already perched upon my body’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ini} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{the morpheme ___} ‘its gloss ___’, resulting in the emphatic reading \textitbf{the morpheme ___ ini} ‘to be very much aits gloss ___’. Along similar lines, in (\ref{Example_7.22}), \textitbf{itu} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{lompat} ‘jump’, giving the emphatic reading \textitbf{lompat itu} ‘really jumped’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: hidup	 gloss: live
B: word: hari	 gloss: day
C: word: siduasi	 gloss: Siduas
D: word: tinggal	 gloss: stay
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 141:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): {wa,} sa {masi} hidup ___ kam suda hinggap di sa punya badang
Gloss (with missing item): wow! 1SG still live ___ 2PL already perch at 1SG POSS body
The English translation of this sentence is:[After having been pestered by flies:] ‘wow!, I’m still very much alive, you (blue flies) had already perched upon my body’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ithe morpheme ___} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{hidup} ‘live’, resulting in the emphatic reading \textitbf{hidup ithe morpheme ___} ‘to be very much alive’. Along similar lines, in (\ref{Example_7.22}), \textitbf{itu} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{lompat} ‘jump’, giving the emphatic reading \textitbf{lompat itu} ‘really jumped’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: ni	 gloss: D.PROX
B: word: sini	 gloss: L.PROX
C: word: begini	 gloss: like.this
D: word: rabu	 gloss: Wednesday
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 142:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): sunggu, sa ___ itu dengang tenaga
Gloss (with missing item): be.true 1SG ___ D.DIST with energy
The English translation of this sentence is:‘truly, I really jumped with energy’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ini} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{hidup} ‘live’, resulting in the emphatic reading \textitbf{hidup ini} ‘to be very much alive’. Along similar lines, in (\ref{Example_7.22}), \textitbf{itu} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{the morpheme ___} ‘its gloss ___’, giving the emphatic reading \textitbf{the morpheme ___ itu} ‘really its gloss ___ed’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: bua	 gloss: fruit
B: word: lompat	 gloss: jump
C: word: tempat	 gloss: place
D: word: tanding	 gloss: compete
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 143:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): sunggu, sa lompat ___ dengang tenaga
Gloss (with missing item): be.true 1SG jump ___ with energy
The English translation of this sentence is:‘truly, I really jumped with energy’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In the second set of examples in (\ref{Example_7.22}) and (\ref{Example_7.22}), the demonstratives are used adverbially to signal \isi{vividness}. In (\ref{Example_7.21}), \textitbf{ini} ‘\textsc{d.prox}’ modifies the \isi{verb} \textitbf{hidup} ‘live’, resulting in the emphatic reading \textitbf{hidup ini} ‘to be very much alive’. Along similar lines, in (\ref{Example_7.22}), \textitbf{the morpheme ___} ‘\textsc{d.dist}’ modifies the \isi{verb} \textitbf{lompat} ‘jump’, giving the emphatic reading \textitbf{lompat the morpheme ___} ‘really jumped’. Again, these examples illustrate the overlapping functions of the demonstratives: while indicating \isi{vividness}, they also have temporal uses. They signal temporal proximity indicating present tense in (\ref{Example_7.21}), and temporal distance indicating past tense in (\ref{Example_7.22}).
A: word: itu	 gloss: D.DIST
B: word: sana	 gloss: L.DIST
C: word: yang	 gloss: REL
D: word: situ	 gloss: L.MED
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 144:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): ___ ini] ni] percaya sama Tuhang Yesus
Gloss (with missing item): ___ D.PROX D.PROX trust to God Jesus
The English translation of this sentence is:‘this very person believes in God Jesus’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The second, although less common, strategy to signal \isi{vividness} is the stacking of demonstratives. In the corpus the first \isi{demonstrative} is always a long one, while the second is always the corresponding short one. In these constructions, the first \isi{demonstrative} may be used adnominally as in (\ref{Example_7.23}) and (\ref{Example_7.24}), or pronominally as in (\ref{Example_7.25}) and (\ref{Example_7.26}). In each case, the result of the stacking is an emphatic reading of the entire \isi{noun} phrase.
A: word: dorang	 gloss: 3PL
B: word: ember	 gloss: bucket
C: word: orang	 gloss: person
D: word: manusia	 gloss: human.being
Please only return the letter (A–D). Do not say anything else.
Correct Answer: C
Question 145:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): [[orang ___ ni] percaya sama Tuhang Yesus
Gloss (with missing item): person ___ D.PROX trust to God Jesus
The English translation of this sentence is:‘this very person believes in God Jesus’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: The second, although less common, strategy to signal \isi{vividness} is the stacking of demonstratives. In the corpus the first \isi{demonstrative} is always a long one, while the second is always the corresponding short one. In these constructions, the first \isi{demonstrative} may be used adnominally as in (\ref{Example_7.23}) and (\ref{Example_7.24}), or pronominally as in (\ref{Example_7.25}) and (\ref{Example_7.26}). In each case, the result of the stacking is an emphatic reading of the entire \isi{noun} phrase.
A: word: begini	 gloss: like.this
B: word: sini	 gloss: L.PROX
C: word: kayu	 gloss: wood
D: word: ini	 gloss: D.PROX
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D