Proceeding
3 International Seminar on Linguistics (ISOL-3)
rd
Language and Social Change
August 24, 2017
Universitas Andalas,
West Sumatera, Indonesia
Editor
Handoko
Reniwati
Lembaga Pengembangan Teknologi Informasi (LPTIK)
Universitas Andalas
Proceeding
3 International Seminar on Linguistics (ISOL-3)
rd
Language and Social Change
Managing Director
Reniwati
Editor
Handoko
Reniwati
Scientific Board
Nadra (Universitas Andalas)
Oktavianus. (Universitas Andalas)
Jufrizal (Universitas Negeri Padang)
Katharina E. Sukamto (Masyarakat Linguistik Indonesia)
Cover Designer
Multimedia LPTIK
Cover and Layout :
Multimedia LPTIK
ISBN
978-602-60613-3-1 (Print)
978-602-60613-4-8 (Elektronic)
Publisher
Lembaga Pengembangan Teknologi Informasi (LPTIK)
Universitas Andalas
Lantai Dasar Gedung Perpustakaan Pusat Kampus Universitas Andalas
Jl. Dr. Mohammad Hatta Limau Manis, Padang, Sumatera Barat,
Indonesia
Web: www. lptik.unand.ac.id
Telp. 0751-775827 - 777049
Email: sekretariat_lptik@unand.ac.id
Preface
It is undeniable that, like human being, language also changes. The lexicon once used
in a language may no longer be used in the next few years. In contrast, a lexicon that
did not exist before appeared and was widely used in the next period. The
pronunciation of a word may change from time to time.
Many factors can cause language changes. Contacts between cultures or speakers of
different language, language policies made by the authorities or government and the
advancement of science and technology are among the factors responsible for the
change.
Social change in a society is triggered by various factors. In Indonesia, reform is one
of the causes of change in various aspects of social life, including government,
politics, economy and culture. All these changes are recorded by or reflected in
language.
To respond to the effects of the social change to the language, the Graduate Program
in Linguistics, Andalas University (UNAND), in cooperation with the Indonesian
Linguistic Society of UNAND branches, implemented the 3rd ISOL with the theme
‘Language in Social Change.'
This seminar is aimed to facilited linguists, researcher, scholar, students, policy maker
from to discuss the issues of language and social change.
We would like to express our deep gratitude to the keynote speaker, Prof. Dr. Dadang
Sunendar, M.Hum as Head of Balai Bahasa Republik Indonesia, and the invited
speaker, Prof. Madya. Dr. Marlyna Maros (University Kebangsaan Malaysia,
Malaysia), Faizah Sari, Ph.D. (Surya University, Indonesia), Gusdi Sastra, M.Hum,
Ph.D, (Universitas Andalas, Indonesia), and Dr. Djusmalinar Djamarin, M.A. (Prince
Songkla University, Thailand).
We are very greatful to Governor of West Sumatra, Prof. Dr. H. Irwan Prayitno, S.Psi.,
M.Sc for his support to the seminar and for welcoming all the participants at his place
in the opening ceremony and for Mayor of Padang, Ir. H. Mahyeldi, S.P to provide
closing ceremony and dinner at his place. Our gratitude also goes to the Rector of
Universitas Andalas, the Dean of Faculty of Humanities, LPTIK, and our sponsor
Bank Nagari.
Managing Director
Dr. Reniwati, M.Hum
ii
Acknowledgments
The current International Seminar on Linguistics (ISOL-3) entitled: Language
and Social Change. This theme is relevant to linguistics today. What things do the
social change it refer? It ingcludes language and culture, media change, cross
communication, national integration, langaue teaching, politeness, the language in
literature and script, and the role of language in MEA. These sub theme will be
discussed in the current seminar which can be refered by the articles in the proceeding.
The seminar and the proceedings, I think, is about to assert that language not
only portrays itself as a means of disclosure and explanation of the social change, but
it is at the same time the protagonist in the social change. Because of social dynamics
from any point of view, whether idealistic ( begins with the dimension of cultural or
ideological value system) or materialist point of view ( begins from material
dimensions such as ecology, demography, economics, technology), the mediator is
still the language. Once the central role of language in the human life, even language
is sometimes considered more important than thinking. There is no thinking without
language, bak si bisu barasian 'like the mute dreaming'? No matter how good the
ideas, but languages come to articulate it. It is impossible to understand and develop
ideas without a language. Therefore, on be half of of Faculty of Humanities
Universitas Andalas management, we support and give high appreciation to the
commitee, presentes, and participants of this seminar.
On this occasion, allow us to express our sincere thanks to Prof. Dr. Dadang
Sunendar, M. Hum (Head of Development and Development Agency of Bahasa
Kemendikbud RI) as a keynote speaker and invited speakers from various countries.
Moreover, greatest gratitude also addresses to all presenters who have contributed in
the seminar, as well as to enrich the proceeding. Of course with the hope that all ideas
submitted and written will contribute positively to the development of language and
social change to a better state over.
Finally, our gratitude to all the organizing committee members who have
worked hard to conduct the seminar well. And also support from various institurion
range from public and private institution who have supported this seminar. May Allah
reward them for the charity.
Padang, Agustus 2017
Dekan,
Dr. Hasanuddin, M.Hum
iii
Table of Content
Preface
Acknowledgments
Table of Content
Endorsing Simulation for EFL Context as a Means to Facilitate
Second Language Acquisition
Abdulkhaleq A. Al-Qahtani
Bioacustic Analysis By Using Spektogram Speech Analyzer to
Verify The Verbal Competence of Down Syndrome in Different
Age: The Case Study of Peli and Sutan in SLB Negeri 1 Padang
(A Neurolinguistic Review)
Anita Angraini Lubis, Gusdi Sastra, Ike Revita
3ROLWHQHVV6WUDWHJ\DQG6RFLDO'LPHQVLRQLQ3\JPDOLRQ)LOP
6RVLROLQJXLVWLFV6WXG\
$SULOLD6DVPDU3XWUL
Linguistic Style in Character Name in Negeri Perempuan, A Novel
By Wisran Hadi
$UPLQL$UEDLQ
Minangkabau Language Greeting Pattern Based on Social
Factors: A Case Study at Andalas University
Aslinda, Mohammad Fadzeli Jaafar, Norsimah Mat Awal
The Transitivity in Kaba: Puti Nilam Tjajo Dengan Dang Tuanku
Gombang Alam
Ayendi
Playing with Politeness: The Strategy Used by Authors to Bring
about Solidarity and Respect in Selected Economic Journals
Budianto Hamuddin
6SHHFK9HUELQ-DSDQHVH,GLRP
Darni Enzimar Putri
Linguistic Features of Bali Tourism Advertisements
Desak Putu Eka Pratiwi, Putu Nur Ayomi, dan Komang Dian
PuspitaCandra
Teaching English Literature in Efl Classroom as The
Strenghtening of Language Use: from Ancient Pedagogy to
Modern Academy
Dodi Oktariza
Interjection in Minangkabau Language
Efri Yades, Leni Syafyahya
Spoken Language Tradition as the Object of Research for
Formulating the Noble Values of Minangkabau Cultures for the
Younger Generation
Eka Meigalia, Reno Wulan Sari, Wasana
Teachers and Parents’ Awareness of On-Instagram’s Sexual
Communication Subtleties
Eky Edel
Exploring Methodological Issues in Linguistic Research
Faizah Sari
iv
1
11
18
39
47
57
67
75
89
94
101
108
117
Word Reduction in French Facebook Conversation
Fierenziana G. Junus, Myrna Laksman-Huntley , Lilie M. Roosman
Verbal Disabilities of the Mentally Handicapped And Their
Therapy Model
Gusdi Sastra, Hendra Permana, Yoffie Kharisma Dewi
Learning Foreign Language in Pre-Puberty Age Base on the
Function of The Brain’s Hemisphere
Gusdi Sastra
Language Attitude and Sense of Brotherhood During Bargening
Reflected in Minang in Rantau
Handoko, Dwi Anggreini Waskito Putri
The Speech Act Uttered by People in West Sumatra After
Earthquake: Review for Classy FM Listeners
Helmita
Orlando Shooting: Is Muslim Negatively Portrayed in Crime
News?
Hengki Agus Rifa’i
Assessing of Indonesian EFL Students’ Ability in English Texts
Translation
Herdi, Refika Andriani, Destina Kasriyati
The Element of Truth Claim Behind the Sign of Da’wa Salafi on
Social Media Instagram: A Semiotics Analysis
Herpindo, Mauli Denil
Politeness of Announcements Announced at Tokyo Station Japan
Idrus
Andriod Based Bilingual Dictionary of Graphic Technique as
Enrichment of English Course in Graphic Technique Department
Ika Agustina, Syahripal Putra
Medical Pragmatic Analysis of Activities of Women Trafficking
in West Java: The Portrait of the Victims
Ike Revita, Rovika Trioclarise
Politeness Violation in The Court Session “Kopi Sianida”:
Pragmatics Analysis
Inestie Printa Elisya, Herlin Triana
Ergativiy and Subject Deletion in Stylistic-Grammatical
Constructions of Minangkabaunese
Jufrizal
Politeness in Language: A review on the Usage of Pronouns and
Unique Expression of Kelantan’s Malay Society
Khuzaiton Zakaria
Malakok as a Basis of Integration by Ethnis Minangkabau in
Dharmasraya District West Sumatera Province
Leni Syafyahya, Efri Yades, and Fajri Usman
The Role of Same Bipa Program for The Execution of Economic
Diplomation
Lilik Rita Lindayani, Nurmin Suryati, Ahmad Marhadi
v
125
131
138
148
157
170
177
182
191
198
204
209
215
223
229
236
Indonesian Interrogative Sentences: A Study of Forms and
Functions
Lindawati
Kinds and Characterization of Verbal Construction Based on
Morphosemantics analysis Used in Minangkabaunese Found in
Kaba Cindua Mato
M.Wahyudi, Welda Rahmayeni
Language Change in Compliment Responses Among The Malay
Generation Y
Marlyna Maros
Expressive Complaints of Toy Traders in Solok City Park:
Sociopragmatik Review
Meksi Rahmanesti, Armita Sari, and Nidia Eka Putri Apriyus
Translation of Islamic Terms in Laskar Pelangi into Japanese
Novel Niji no Shoonentachi
Mike Nurjana, Sonnya Heliantina Dewi
Improving Students’ Achievement in Writing Narrative
Paragraph Through Statement,Extension, Elaboration (SEE)
Method
Misdiana
Emergent Scales in the 2017 Jakarta Gubernatorial Election
Moniek van Rheenen
AFFIX <ter-> in Indonesian: A Language Description
Muhammad Yusdi
Translation Challenges in Online News Articles Translation
Muhammad Ersan Pamungkas
Website Design Dictionary “Bahasa Gaul – Indonesia” Android
Based
Nelfira, Yessy Prima Putri
Acronymization in the Budget Document at Andalas University,
Padang: Study of the Form and the Processes
Noviatri
Discourse Structures of Terrorist Indoctrination: Theory of
Doctrine, Human Cognitive Programming, And Weaponized
Cognitive Design For Political Violence
Novra Hadi
Malay and Minangkabau LanguageIn Minangkabau Manuscripts
Writing
Pramono, M. Yusuf
Batak Clan Names: Saragih, Saragi, And Seragih
Purnama Rika Perdana
The Language Use in the Yogyakarta Public Advertisement
Putri Ayu Rezkiyana
Understanding of Minangkabau Culture Through Use of Simile
Language Style in Novel Persiden By Wisran Hadi
Putri Dian Afrinda
vi
243
257
264
273
279
284
289
297
305
314
323
332
341
348
356
364
Isogashii Tokoro From Hairyo Hyougen Point of View: A Study of
Politeness in Japanese Society
Radhia Elita
Comparison of Throne Verse Translation Results in Indonesian
and Japanese
Rahtu Nila Sepni
The Dialectological Comparison of Minangkabau Language in
used at the original area in West Sumatera to the shorelinearea in
Riau Province and Malaysia
Reniwati, Noviatri, Gusti Asnan
Improvement of The Indonesian Wrong Words through
Technology Based Applications
Ria Febrina
Implicature in Blackberry Messenger Display Picture about the
Rising of Fuel Prices
Rini Afrilesa. J
A Study of Classical Text As a Development Source of
Minangkabau Lexicography
Rona Almos, Pramono, Herry Nur Hidayat, and Seswita
Indonesian Laguage Error on Foreign Speaker: Rubrics Case
Study "Taman Dongeng" KBS World Radio, South Korea
Ronidin
Comparative Study of Filipino and Indonesian Language (Specific
in Verbs, Pronouns, Nouns, and Adjectives)
Ruth R. Bepinoso
Investigating the Extreme Aspects of Terrorist’s Strategic
Discourse Engineering in Imam Samudra’s Last Letter
Sawirman
Social Factors in Language Use: How Speakers of Banten Javanese
Language Maintain Mother Tongueas Identity Marker
Siti Suharsih
Language Using in Communication Inter-Indonesian in South
Korea
Sonezza Ladyanna
The Variation of English Language Used by the Local Teachers in
Padang, West Sumatra Indonesia
Sri Imelwaty, Yendra, Willy Satria
Diathesis System in Mandailing Language
Sri Indah Rahmiati Nasution, Najmia Riani, Ruli Oknita Sari
The Minangkabau Local Wisdom in Numeral Classifier for Food
Ingredient Counter Case of HalabanIsolects,Lima Puluh Kota
District
Sri Wahyuni, Nadra, and Ria Febrina
Teaching English with Natural Acting and Natural Talking
(TENANT)
Syaifullah
Nonstandard Words On News Titles In the West Sumatra
Newspaper
vii
377
384
391
397
405
411
415
422
429
435
442
448
453
460
470
479
Titiek Fujita Yusandra
Teenager on Istagram: Neurolinguistic Perspective
Winda Trisnawati
Ideology and Power in Arab-Malay Discourse of Sheikh Batang
Kabung’s Works
Yasirly Amrina, Nidia Eka Putri Apriyus, and Anita Angraini Lubis
#AdaAQUA
Yessy Prima Putri
The Role of Local Knowledge For Disaster Education
Yoko Takafuji
The improvement of students’ speaking skill by using guessing
games technique
Yuni Elisdawati
viii
491
496
504
512
519
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Endorsing Simulation for EFL Context as a Means to
Facilitate Second Language Acquisition
Abdulkhaleq A. Al-Qahtani
English Department, King Khalid University, Saudi Arabia,
dr.abdulkhaleq@gmail.com
Abstract
Simulations have been used in ESL classrooms as an effective learning and
teaching technique. It has been argued that learning a second/foreign language
occurs mostly when the need for communication in the target language (TL) arises.
The simulations as a technique make available a simulated environment in which
second language learners venture using the TL; the learner tests his/her hypotheses
about the system of L2 where the end objective is to communicate messages in the TL.
It is also seen that simulation is a means of getting learners use the TL in a
communicative mode while providing them with a secure/unthreatening environment.
In principle, simulations should work perfectly fine in creating an optimal
learning environment. As it has been established in the literature, there are eight
factors/conditions for optimal language learning environment. Luckily, a single good
simulation might facilitate all the eight conditions/factors in a single class period. As
one can see, each and every factor of the eight can be actualized while participating
in a well-designed simulation.
This presentation/paper attempts to link the practice of simulation to the eight
conditions/factors of the aforementioned optimal learning environment. It highlights
the power of simulations as an effective teaching instrument. It also identifies three
types of possible simulations that can be utilized in any EFL/ESL classroom. Each
type is elucidated in the light of current research and accumulated evidence. Then
the presentation/paper concludes with a suggestion of when each type of simulation
is more appropriate for use than the other two, taking into account learners’
psychological variable.
Keywords: acculturation, convergent simulation; divergent simulation; neutral
simulation, optimal language learning environment, personality factors,
psychological distance, social distance.
INTRODUCTION
Recently, simulations have been used in ESL classrooms as an effective
learning and teaching technique. It is argued that learning a second/foreign
language occurs mostly when the need of communication in the target
language (TL) arises (Crookall and Oxford, 1990). The simulations as a
technique make available a simulated environment in which second language
learners venture using the TL; the learner tests his/her hypotheses about the
system of L2 where the end objective is to communicate messages in the TL.
It is also seen that simulation is a means of getting learners use the TL in a
communicative mode while providing them with a secure/unthreatening
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Language and Social Change
ISBN : 978-602-60613-3-1
environment. This type of security is considered a salient advantage of
simulations. Learners are supposed to have nothing at stakes when they
participate in simulations, yet they perform in semi-authentic situations to
communicate and negotiate meaning. At times, simulations take on a life of
their own and thus become even more authentic.
THEORETICAL FRAMEWORK
Optimal language learning environment.
In principle, simulations should work perfectly fine in creating what is
called "an optimal learning environment" which was suggested by Egbert and
Hanson-Smith (1999). The two authors synthesized eight factors/conditions
for optimal language learning environment based on, then, up-to-date
consensuses reached by researchers in SLA field (see table 1). Luckily, a
single good simulation might facilitate all the eight conditions/factors in a
single class period. As one can see, each and every factor of the eight can be
actualized while participating in a well-designed simulation. The learners,
ideally, will be attached to their roles and an acceptable degree of authenticity
will be attained. Participants will interact, negotiate, and practice the TL. In
addition, they will have a stress free environment, a degree of autonomy, and
constructive feedback (linguistic and behavioral) during the debriefing stage.
Table 1: Adopted from Egbert & Hanson-Smith (1999)
1.
2.
3.
4.
5.
6.
7.
8.
Conditions for Optimal Language Learning Environment
Learners have opportunities to interact and negotiate meaning.
Learners interact in the target language with an authentic audience.
Learners are involved in authentic tasks.
Learners are exposed to and encouraged to produce varied and creative
language.
Learners have enough time and feedback.
Learners are guided to attend mindfully to the learning process.
Learners work in an atmosphere with an ideal stress/anxiety level.
Learner autonomy is supported.
For the same reason, a bad-designed simulation could just do the
opposite. More likely, students will not be attached to their roles, and
consequently, the majority of the eight conditions will not be facilitated. As
an initial effect of the detachment of the roles, there will be no authenticity.
Destructive as it could be, a badly designed simulation could raise students’
inhibition and other collateral damage may linger for extended periodsof
timein those students.
It is understood that the end objective of any EFL/ESL course is to create
optimal conditions for language acquisition. Simulations are meant to help in
creating those conditions. They provide learners with approximate realities to
rehearse and put their developing language in use. Though the simulated
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
situations are not real in the sense that they do not actually represent the
realities lived and experienced by the learners, they can get close to reality if
the learners attached to their assigned/chosen roles. Thus, the major
advantage, which simulations often boast, is that they lower students’ anxiety
and consequently a better learning environment is provided. It is assumed that
learners will have a chance to hide their actual identity and therefore they will
not have much at stakes when they play their roles. Everything is provided for
them: the roles, their main dispositions, their basic arguments, and the context
in which the events of the simulation take place; their actual thoughts, feelings,
and own-selves are spared from exposure to others. This for many researchers
in the field should furnish the optimal environment for language use and
eventually language acquisition.
However, the type of anxiety that simulations are trying to lower is only
one type of many anxieties. Actually, there are many personality factors such
as self-esteem, language and/or cultural ego, anxiety, introversion and
extroversion, motivation orientation, self-perception, perception of TL culture,
etc. These factors are all involved in language learning, and in spite of this
fact, many simulations are not sensitive to them. It is true that when a learner
plays a role of someone else, he/she will be less anxious than speaking on
his/her own behalf. But it is not always the case. If that role is designed to
represent a culture or a group-specific trait and that culture is represented in
the same classroom many other anxieties will surface and might ruin the
benefits of that simulation altogether.
This leads us to the main questions that this article is attempting to
answer, what are the characteristics of better simulations? What kind of
simulations should teachers run in their classrooms?
The better simulations should furnish an optimal learning environment
in which acquisition of the TL is facilitated. It is now accepted that learners’
variables play a vital role in up keeping that environment. However, some of
those variables are not controllable by the teacher like the age variable, but
many other variables can be tuned to facilitate maximum learning. Selfesteem, ego permeability, and cultural identity, for example, are factors that
usually raise learners’ inhibition. Lowering inhibition is one of the most
desired results that better simulations must attain to fulfill their
teaching/learning objectives.
It is not always handy for teachers to lower every student’s inhibitions,
but at least teachers should never allow any activity inside the classroom that
may heighten them. Simulations can very well heighten/raise those inhibitions
in many learners. If, for instance, a simulation was run and participants in the
simulation attacked/criticized a fellow learner’s culture, belief, or language, it
may result in unfavorable conditions of learning for that learner. The situation
may worsen if the simulation ended with a condemnation of that
culture/language/belief. Better simulations should never do that.
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Language and Social Change
ISBN : 978-602-60613-3-1
The psychological and Social Distance.
In his acculturation model, Schumann (1978) suggested two kinds of
distances that exist and work for or against learners’ language acquisition:
social distance and psychological distance. As for the social distance,
Schumann contended that the greater the social distance between L1 and TL
groups the more difficult second language learning becomes. The social
distance is usually createdbecause of living conditions that learners and
teachers have little or no control over.For example, the distance between
English-speaking American community and an enclosed Spanish community
in one of the US cities. On the other hand, the psychological distance is the
part of Schumann’s model that matters in teaching and learning endeavors in
classrooms because it relates to individual learners’ feelings and perceptions.
Schumann asserted in his explanations of the psychological distance that
individual learners’ attitudes toward the TL and its speakers and also the type
and degree of motivation govern that distance. Positive attitude, ego
permeability, and sufficient motivation will subside the psychological
distance.
Based on the psychological distance model, one can subsume other
flexible personality factors under the tenet of this model. The self-esteem, for
instance, is part and parcel of the ego permeability; a learner who has high selfesteem will have enough confidence to allow the TL into his/her system, the
lack thereof would inhibit the TL from accessing his/her Interlanguage (IL).
Also, the motivation of all kinds (extrinsic and/or intrinsic) is a factor that
intertwines with other personality variables such as attitudes and anxiety (AlQahtani, 2016).
It is, therefore, appropriate to extend Schumann’s
psychological distance model to cover the majority of the personality factors.
The classroom should provide an encouraging environment that fosters
lesser psychological distance. Simulations as classroom techniques should,
therefore, work in line to maintain closer distances between L1 and the TL
within each learner. It is therefore prudent to have every simulation undergo
careful scrutiny to validate its positive impact on learners before it is run in the
first place. One could argue that one cannot know unless the simulation is run
first and then to learn how to avoid the drawbacks found as a result of the trial.
Unfortunately, this side of the argument does not take into account the scope
of possible damages that might happen after even a single trial. Yet, one should
not exclude the trial technique altogether, it is advisable to validate the
simulation against certain criteria like the psychological distance model. For
example, a simulation should not imply a negative attitude towards any
participant’s culture, belief, or feelings, and so on. The list of the validation
criteria could grow longer as deemed suitable for each classroom situation.
Better simulations, therefore, should be prudently validated against viable
criteria that conform to the acceptable norms of optimal language learning
environment.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
This will lead us to answer a sound question, what kind of simulations
should teachers run in their classrooms? There are two types of simulations
identified by researches in the field like Christopher & Smith (1990). The first
one is called convergent and the second is called divergent. In the following
section, the two types will be presented and discussed as they relate to learners’
inhibition and then I will propose a thirdmodel of simulation, which is the
neutral model.
DISCUSSION OF THE THREE MODELS
The convergent model of simulation is based on the assumption that
there are norms, acceptable behaviors, and consensuses among people living
in a given society that must be preserved when running a simulation. Since
simulations reflect the actual social organization, it must, therefore, conform
to those norms. In this model, there is ‘good’ and there is ‘evil’. Better
simulations must steer a simulation to the direction of events to reward good
and punish evil at the end. Of course, there are good and bad traits that could
be universally agreed upon like murder. On the other hand, there are countless
acceptable traits in different cultures that are considered illegal, disgusting,
and/or perhaps mere counterintuitive to some other cultures.
The convergent model usually imposes one single society’s worldview
on the participants of a convergent simulation. Those participants must abide
by the rules of that society and get converted to the inevitable end. Then the
convergent model “promotes consensus and reconciliation, celebrates shared
social norms, values, and beliefs” (Christopher & Smith, 1990: p. 48). Coupled
with possible conflict with participants’ original believes/culture, their own
culture might become under attack when that simulation criticizes or questions
the values of that culture. Kamimura (2002) reported a real incident that
happened to her which shows the degree to which such convergent simulations
can be destructive when run without considering the cultural background of
the audience. Kamimura reported her feelings as she watched and listened to
a simulation of her own creation that was running in one of the classes. She
was setting there as a spectator monitoring the progress of her simulation.
Though she was the expert who designed the simulation, yet she was insulted
and felt humiliated when participants criticized her country, Japan. Natural as
it sounds, the degree of pain that a normal participant might experience will be
greater than that experienced by Kamimura because at least she could blame
part of the pain on herself for she was the designer and the monitor.
In Kamimura’s example, one can clearly see how the convergent model
could yield negative impact on players.Kamimura’s problem was that she
designed a convergent simulation with her Japanese worldview, knowingly or
unknowingly, for people in an American university where the American
worldview is dominant. Even if some of the participants were not Americans,
they will still reconcile to the expected norms of the host society. The conflict
here is quite understandable and the outcome of the simulation should conform
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Language and Social Change
ISBN : 978-602-60613-3-1
to the norms of the dominant society, even if the intended outcome was to, at
least, accept the Japanese worldview as valid. A case in point here is that
regardless of the intended norms that a designer is trying to satisfy, some
simulations take a life of their own and change the direction to satisfy the
norms of the dominant community even if those norms are not the longed for
by the designer. This also illustrates and supports Schumann’s acculturation
model referred to earlier.
Another case in point is that convergent simulations are not sensitive
to the diversity of ESL classes. In a single class, there are possibilities of
having from one to, say, ten cultures represented. When all these cultures come
together, the designer of a convergent simulation would have to either
subscribe to the norms of one culture at the expense of the others or to look for
shared values of all the represented cultures, which is very difficult to achieve.
Usually, most convergent simulations shoot to satisfy the norms of the local
communities in which those simulations are run. At times, the same simulation
could have different results when running in two different cultures. Therefore,
the dominance of the host culture is the defining factor. For example, a
simulation designed by a Chinese colleague about the Panda bears was run
here in the United States and in China. Basically, the simulation is about funds
that have been sent to china from some US organizations for the preservations
of the Panda. The Chinese local government “seized” the money and decided
to invest it in promoting the welfare of the local children. A meeting between
the US organizations representatives and the Chinese authorities held to
discuss this issue and then decide where the money should go. I, personally,
participated in the one run in the US. Of course, we decided to give the money
to the Panda because this conforms to the norms of the dominant community.
However, when the simulation run in china, the money was allocated to
children’s education.
It is interesting to know that my Chinese friend was present in the
classroom when we were accusing the Chinese authority with theft and
dishonesty. We went further to criticize their overt crudity of having to even
discuss the issue with us. It was obvious that our colleagues who were
representing the Chinese argument were at a clear disadvantage. We were very
vocal and very aggressive. During the debriefing stage, the friends on the
Chinese side expressed their relief and happiness because it was over. I was
concerned about my Chinese friend’s feelings and I asked her how she felt and
she said, “ you just don’t understand.” After the administration in china, I
learned that the money was unequivocally given for the children cause!
In the previous discussion, there are two points. First, cultural
dominance determines the convergence direction of a given simulation.
Indeed, it is usually the host community’s norms that should prevail especially
when the community is represented in the same class even if it is only the
teacher. We have seen that in the Chinese example. Second, convergent
simulation designers should not involve any represented culture in any possible
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conflict to avoid hurt feelings and possibly heighten inhibition. It is definitely
not the job of the simulation designer/language teacher to convert peoples’ way
of thinking. The job is to teach language and to create suitable conditions for
language acquisition.
Divergent simulations. At the opposite side of the convergent model
stands the divergent model. In this model, there is nothing to be converted to
at least theoretically. While the convergent model builds on shared values and
norms to which the simulation should conform, the divergent model does not
draw on previous ideas. In another word, there is no particular outcome that
the simulation is designed to fulfill. In their attempt to define the divergent
model Christopher & Smith (1990) wrote the following:
The divergent scenario inclines participant to question social
assumptions that some things, people, event, and actions are intrinsically more
important than others. … The players are led to ask what “winning” and
“loosing” really mean in terms of human endeavor. In the divergent model,
conflict is evoked for a different purpose than in the convergent.(Christopher
& Smith, 1990: p.p.49-48)
The divergent model has its own advantages over the convergent one.
Though many simulation designers/teachers cannot set distinctive lines to
separate the two, the divergent model is more appreciated by many. Dixon
(2002), for example, contended that simulations cannot be pure convergent or
pure divergent but could fall between the two ends. Her example simulations
were intended to be more divergent in nature than convergent. To her, the
divergent should not have detailed roles as the convergent. As I understand it,
this should give the participant the autonomy needed to express a divergent
view instead of having to be tied to a detailed role that ultimately converges
the participant to an inevitable end.
Moreover, Dixon’s contended that other differences between the two
models include the distance of participants to the actual conflict of a
simulation. To her, when participants are part of the conflict then it is
convergent while on the other hand when the participants are doing their part
as outsider jurors relating to someone else’s conflict and discussing them then
it is divergent. Her example was a simulation where jurors had to convene to
decide on the better distribution of an inheritance. The idea is that since the
jurors are not inheriting anything, or in other words are not the people who will
get the inheritance then they are distant form the possible conflict and this
would make the simulation divergent instead of convergent. Well, I
participated myself in that simulation, and we had our own conflict as jurors.
Every member of the jury had his/her own standpoint that he/she must defend.
That draws us back to the distance idea as a valid distinctive feature between
the two models. We cannot lower conflict by merely distancing the main plot
from main participants one or more steps. Well, I would submit that once a
person takes a role in a simulation (detailed or not, direct or indirect) that
person would have to defend his/herself against other roles, and that would
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make the conflict inevitable whether it’s the original conflict or a new
emerging conflict as that happened with us in Dixon’s “divergent” simulation.
It is worth noticing that out of the numerous simulations that I have read
and/or participated in only one or two were identified as divergent though one
can question the degree of its divergence. However, even though the divergent
simulations are scant, the sheer ideals can create problematic situations for
ESL students. First of all, in essence, the divergent model is the counterpart
of the convergent, so if the convergent imposes the dominant community’s
norms, the divergent is imposing questioning these norms and possibly
questioning participants own norms, which could be as much harmful as the
other. However, the divergent is still better than the convergent for ESL
classes for at least the divergent is less demanding in making participants adopt
certain values.
Though the distinction between the two models has not been cleared out
as of now, there were attempts to draw a distinction between the two by people
like Christopher & Smith and Dixon. However, the distention is still
problematic. To me, there are two ways out of this problem. One is to analyze
each one’s characteristics and attribute each characteristic to its model without
mixing them. Second, is to identify a third model that could fall in the
everlasting gray area between the two.
As for the first solution, one can clearly see that both models are singing
the same song but they differ in the approach. In the convergent model, people
are supposed to converge to the norms of the dominant community. This
notion fosters the conservative side of a given society. Convergent simulations
are, herefore, ideological ideals that simulation designers want, intentionally
or unintentionally, ESL students to embrace. On the other hand, the divergent
model (as defined by Christopher & Smith) is supposed to provide an openminded discussion to question and may reject the norms of a given society.
The notion underlies this model is fostering a liberal tendency, which is an
ideological school of thought in its own right, so it is convergent in this sense,
too.
Neutralsimulations. The concern here is that none of the two schools
would really foster the ideal environment for SLA when it comes to diverse
ESL classes. The reason for this problem is that each model is convergent in
one way or another. This calls me to think of another model that would satisfy
the needs of diverse ESL classrooms. Here, I propose a neutral model. This
model will not impose contentions, beliefs, or ideals. It is purely technical and
has little to do with students’ backgrounds. Therefore, it will not heighten their
inhibition. The model will be based on tasks that students perform as a
group(s) and the roles are purely technical. For example, a simulation about
collecting data for a certain project or about solving a technical problem that
students are usually encountering in their field of study would be just fine.
Interestingly enough, this model has been in practice for some time now.
Unfortunately, there was no term for it. It is usually subsumed under the
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
convergent model. It is because of the over reliance on the field of social
science where the two original terms were adopted. It is assumed that social
organizations hold either convergent or divergent worldviews, and so were
simulations. Even math results were considered convergent since they had
predetermined answers. Well, to me this is a needless stretch. There is a huge
difference between the convergent force to embrace a predetermined idea by a
given society and a scientific result that cannot be interpreted otherwise in any
part of the world. It is clear from this example that 1+1=2 before and after any
simulation and no one can argue about it. Therefore, stretching the convergent
model to cover science and math and many tasks of academic pursuits, for that
matter, is a methodical oversight. The need for identifying a new model to
account for that was necessary from the beginning. The field of simulation and
gaming has gone far enough to devise its own terms independently, if
necessary, from the social sciences.
I will provide two examples of this new model. The first example is a
simulation done by Moder et al. (2002). It is called the CIMARRON
VALLEY. The tasks were designed to fulfill certain requirements that are
independent form students’ background. They had to go out of their classroom
and collect data and write technical reports about their findings. There is
almost nothing convergent or divergent, for that matter, about the tasks. The
other example is a simulation devised by Halleck et al. (2002), which is about
organizing a professional conference by the students. The students do not have
to, as I understand it, suffer from any foreign ideals imposed on them that might
insult or raise their inhibition. Students would simply embark on a work
experience that no given culture would argue against. As one can see, there is
nothing convergent about these two simulations, and yet there was no special
name for them. I name them neutral simulations.
CONCLUSION
In the attempt to establish the theoretical stance of this article, one can
assert that better simulations are those that foster the optimal environment for
language learning outlined in table 1. Both original models of simulations can
actually provide such an environment. The defining line, which determines
the feasibility of one over the other, is the teaching situation itself. It is entirely
dependent on where and who the students are. For example, in a homogenous
classroom where everybody belongs to the same community, a convergent
simulation would be more than acceptable. Here the participants will celebrate
their own values and punish what is genuinely deemed bad. The divergent
however could work fine in societies where liberal thinking is encouraged.
Teachers must not lose sight of their goals. Teachers should be only language
teachers without political, religious, or moral agenda especially in diverse
EFL/ESL classrooms. Throughout this article, there is enough evidence of
how the psychological and social dimension affects students’ acquisition of the
second language. Thus, we can conclude that the choice of the right type of
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simulation as a viable teaching tool could determine the extent to which
students benefit from this technique.
REFERNCES
[1] A. A. Al-Qahtani," Acculturation and perceived social distance among
Arabs and SaudiArabians in an ESL situation", English Language
Teaching, Vol. 9, No. 1, 2016, pp.188-198.
doi:10.5539/elt.v9n1p188
[2] C. Moder, M.Seig, and B. Elzen, "Cimarron valley: A simulation-based
EAP
composition curriculum", Simulation and gaming, Vol.
33, 2002, pp. 284-298.
[3] D. Crookall, and Oxford, R. Linking langauge learning and
simulation/gaming.In D. Crookall& R. Oxford (Eds.), Simulation gaming
and language learning (pp. 3-31).
New york: Newbury House,
1990.
[4] E. Christopher, and Smith, L., "Shaping the content of simulation/games".
In D.Crookall
& R. Oxford (Eds.), Simulation gaming and language
learning (pp. 47-54). New york: Newbury House, 1990.
[5] Halleck, G.; Moder, C.; and Damron, R. (2002). Integrating a conference
simulation into an ESL class. Simulation and gaming,Vol. 33, 2002, pp.
330-344.
[6] J. Dixon, J. "Toward greater authenticity: A case for divergent
simulation". Simulation and gaming,Vol. 33, 2002, pp.360-366.
[7] J. Egbert,and E. Hanson-Smith, Call Environments: Research, Practice
and Critical
Issues. Arlington, VA: TESOL, 1999.
[8] J . Schumann, "Second language acquisition: The pidginization
hypothesis", In E.
Hatch(ed), Second Language Acquisition
(pp256-271).Rowley, MA: Newbury,1978.
[9] Y. Kamimaura, "The power of experience", Simulation and gaming, Vol.
33, 2002, pp.
477-480.
AUTHOR BIOGRAPHY
Dr. Abdulkhaleq A. Al-Qahtani earned his BA from King Saud
University in Riyadh, Saudi Arabia in 1997. Then he moved to the United
States to pursue his graduate studies where he earned MA in TESL from the
University of Central Missouri in 2003 and then PhD in English from
Oklahoma State University, Stillwater, in 2006. He now works for King Khalid
University as an associate professor of English. He conducts research and
teaches linguistics and applied linguistics in the BA and MA programs in the
English Department, College of Languages and Translation.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Bioacustic Analysis By Using Spektogram Speech
Analyzer to Verify The Verbal Competence of Down
Syndrome in Different Age: The Case Study of Peli
and Sutan in SLB Negeri 1 Padang
(A Neurolinguistic Review)
Anita Angraini Lubis, Gusdi Sastra, Ike Revita
Faculty of Humanities, Universitas Andalas
Abstract
This research is aimed at describing the verbal competence of down syndrome in a
different age of Peli and Sutan based on bioacustic analysis by using spektogram
Speech Analyzer. Objectives of the research are to analyze the competence in
phonology and morphlogy and to identify the factors which affect the difference of
verbal competence between P and S. This research is a case study of two students at
SLB Negeri 1 Padang. Methods used to collect data are observation and analytics,
session study, and preobservation. Participacy observation (SLC), non participatory
observation (SBLC), recording, note, taking recording by using speech analyzer,
flash card, are the technique. In data analysis used articulator to present the result of
the analysis is implemented the formal and informal method. The source of the data
this research is oral data which are taken from the patients of down syndrome said,
they are P and S. Based on the data analysis, the result of productivity competence
of P based on bioacoustics analysis by using spektogram SA audacity and the
research instrument in form of flash card (FC), it is in the range of 20,30 dB. While
the result of productivity competence of S based on bioacoustics by using spectogram
SA audacity and research instrument in the form of a flash card (FC), it is in the range
of 14,25 dB. P is able can understand the affixation usage outline of flash card (FC)
showed to him. There are 6 kinds of affixations produced by P and 11 form by P.
Different from S who has not able to produce affixation at all, because syllable which
has been able to produced tent to the end of the sylablle for every flash card which is
show to S. The factors which influence the difference of verbal competence of DS in
different age for P and S, they are disturbance of attention, memory interruption,
disturbance of emotions and feelings, and psychological factor.
Key words: verbal competence (fonology and morfology), Speech Analyzer, Down
Syndrome.
INTRODUCTION
The process of formation of sound or sound begins from the message in
the brain to be conveyed to others. According to Purnawinadi (2012), sounds
are mechanical compression or longitudinal waves that propagate using a
medium with a certain speed. A study that deals with sounds related to living
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things, especially humans is called bioacoustics. Bioacoustics is a field of
knowledge that studies sound characteristics, organ of sound, functions of
sound, physiologies of sound, and sound analysis. Bioacoustic analysis means
to examine which will break the linkage between sounds, sound waves,
vibrations and sound sources. Bioaccustic analysis of persons with disabilities
has been done by Literature, et al (2015), in terms of testing the improvement
of communication skills. One of the methods used in this research is Speech
Analyzer Spectrometer. This test tool is a linguistic software that has been
widely applied in Europe and America, but in Indonesia is still very rare.
The ability to speak of a normal child is certainly different from a child
who suffers mental retardation. The difference is considered as a
developmental disorder as occurs in children with Down Syndrome, which will
then be abbreviated as DS. DS is a disorder that occurs in children who are
developing mental retardation. This disorder is caused by chromosome number
21 which is not composed of 2 chromosomes given properly. In this case, there
are three chromosomes revealed by the child. The abnormalities are not only
in health but also mental and central nervous system disorders. Thus, there will
be interference with the function of the human brain (Kusumawati, 2014: 5).
According to Dewi (2014: 2), children with DS have some physical
disorders such as hearing loss, heart abnormalities, visual impairment, obesity,
and low immune system. In some cases, it is exacerbated by minor brain
disorders, hearing loss, and respiratory distress. The language development of
children with DS is both slow in terms of expression and understanding.
The reason for choosing this case is to look at the phenomenon in the
community related to the care of children with special needs. The children
deserve the same treatment as normal people. This study shows how
bioacoustic analysis is applied into SA spectectogram to find out the verbal
ability of DS sufferers from different ages with a level of knowledge and
understanding in language. This research was conducted at SLB Negeri 1
Padang. The reasons for the selection of SLB Negeri 1 as the place of research
are the location of the school is easy to reach and this SLB has also been used
by the researcher to complete data related to previous neurolinguistic courses.
By considering the condition of the school with the variety of special needs of
each student in this school, the researcher is interested to observe the ability of
two different age children with DS. Older age in DS sufferers does not
guarantee better understanding and more vocabularies mastery of younger
children. It became an interesting phenomenon found by researchers in the
field. Apparently, the younger child is called Peli, hereinafter abbreviated as P
has more vocabularies than Oot call that is often referred by the people around
in Sutan, hereinafter abbreviated as S.
Theoretically, this research is useful to enrich the field of linguistic
scientific treasures, especially psycholinguistics and neurolinguistics which
cannot be mutually combined in this field of science. Practically, it can be used
as an additional reference for the field of linguistics about the language patterns
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that are often raised by DS sufferers. Other fields of medicine such as medicine
or extraordinary education can gain advantages from this research so that
medical teams and therapists or tutors may be able to measure a child's verbal
skills in vocabulary mastery. Based on this, the relevant parties who are
professional in running children with special needs can provide appropriate
therapeutic and therapeutic solutions to cope children with the DS category in
this study. Then, the long-term target of this research is the presence of a better
linguistic software and can be perfected by the experts of information
technology and can be accessed by anyone.
METHODS
The methods and techniques put forward by Nunan, 1992 (in Literature,
2005: 149-154), describes that there are 3 stages in collecting data among
others, the analytical and analytic, the study of the case, and the original
attention. In this first stage, the rules of observation and analytics explain that
researchers can directly know a language data based on intuition and linguistic
ability. Conversely, in analytic rules, the researcher has knowledge of the
language data to be studied. In the second stage, the study of kes is an
exploratory stage, description, and analysis of the subject data. The
characteristic of this study is the individual subject or at most several subjects
observed. The third stage, the original attention so, the researcher put himself
as an observer of the patient's speech with the environment, and researchers as
opposed to the patient's speech.
The method of support used in data collection is the method of referring,
ie listening to the use of language to obtain lingual data (Sudaryanto, 1993:
133). In addition, the researchers also used the technique of referring (1) Simak
Libat Cakap (SLC) in which the researcher directly asks the subject of research
and involves the interaction and (2) Simak Bebas Libat Cakap (SBLC) in
which the researcher acts only as observer when the subject interact with the
people around him. The researcher records data by showing the picture card to
the research subject and then store it into the mobile phone used as a special
recording tool noted, the researchers recorded some things that are not
recorded, record with speech analyzer (Menno, 2001). Researcher moves the
recording from a mobile phone into the SA software. Then, the software read
the record so that it can be used as a preliminary process of analysis of every
speech and research subjects error in using sound change theory (Crowley,
1992). Flash card technique (Arsyad, 2011) is a technique used to lure a child
out his speech by mentioning what images or things a person does in a picture
card. The articulatory articulation method for the data analysis phase is a
method that the human articulation tools are used as the main subject of data
collection from a research subject. Formal and informal methods show
presentation stage of the data analysis. Sources of data in this study are the oral
source. Data is taken from the speech of patients with Down syndrome, namely
P and S. Through the methods and techniques of collecting, analyzing to
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present the results of data analysis, the researcher can also found factors that
affect the verbal ability between the two subjects of this study based on Prins
theory (2004).
RESULT
Data P
Figure 1.Transcription of the sound form of the rusa into uso
Data S
Figure 2. Transcription of the sound form of the sungai into uwe
Based on the bioacoustic analysis using the spectrograph, P can produce
the sound of a pronoun rusa as uso, with stereo used in an audio test using
44100Hz / 32-bit float. The sound of phoneme / u / is clearly pronounced by P
at the sound wave ratio of 15dB, with a duration of 0.3 seconds pronunciation.
Silaba sounds are in the ratio range of 18dB sound waves with a duration range
of 0.5 seconds. The entire duration of the conversation time reached 31.06
seconds. By comparing sample data, it can be seen that the form of rusa
become uso produced by P. There is 2 processes of sound change that
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Universitas Andalas, August 24, 2017
happened, that is as follows. rusa > uso r > ᴓ → delisi; a> o → fortisi based
on the bioacoustic analysis using the spectrogram.
S pronounced sungai as uwe, with stereo used in an audio test using
44100Hz / 32-bit float. On phoneme sound vowels / u /, sound waves tend to
be too tight, the resulting ratio is around 5dB with duration of pronunciation
time of 1 second. The silvery sound we show that the sound wave image is very
tight because the sound of the vowel sounds / e / which is spoken with a high
tone is pronounced in about 3 seconds. With the overall duration of the
conversation, time reaches 1.48 minutes. At S, it is seen that there are some
sound changes in the form of the sungai into uwe, the sound change pattern is
as follows. Suᶇai > uwe; s > ᴓ → delisi; ᶇ > w → lenisi ; ai > e →
monophonization
DISCUSSION
Based on the comparative data between P and S, it shows that some of
the P’s data tend to produce fortification sounds or sound reinforcement in the
sound change pattern or rules. Furthermore, the spectrograph wave also shows
the high desibell unit produced by P. Meanwhile, S is more likely to produce
weak sounds or lenisi on the pattern or rules of sound change. Spectrograph
waves show a low desibell unit produced by S. The result of P and S productive
ability based on bioaustic analysis using SA audacity spectrograph and
research instrument in the form of picture card (FC) are 20,30dB and 14.25dB.
Based on this result, it can be seen that the emotional disturbance factor and
the feeling affect both research subjects, P shows a higher level of emotional
tendency than S. The forms of inconsistency sound produced by the research
subjects indicate a memory disorder, on the other hand, attention distraction in
the form Class word class errors are also imposed by the subject of research,
in the form of class word classification mistakes it produces. Based on the
results and discussion that has been done, it can be seen that both subjects show
low function of the left and right hemisphere. It is found through the
pronunciations produced by both subjects of research as well as various
disorders of thinking in a holistic manner that has not been able to be done by
both subjects. That is, the child's holistic ability or the ability to think by
interpreting the information received thoroughly or based on the context of
communication cannot be completely carried out by both subjects.
CONCLUSIONS
Based on the results of biochemical analysis using SA spectroscopy, it
shows that this device works quite effective to detect the level of ability and
error sound forms generated by both subjects of research. By using the rules of
phonology in the form of sound maps indicator, which serves as the basis, In
P case, each sound of a vowel phonemes such as / i / and / u / is spoken high
while phonemes such as / a / and / e / are spoken with a low tone. In semivowel sounds such as / w / and / y / are read vaguely using this tool, because
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the sounds are included in the category of weak sounds. This also corresponds
to sound rules. At S, vowel phoneme sounds such as / i /, / u /, / a /, and / e /
are pronounced in low and flat tones. The sound pronunciation that S generates
is also almost always weakened. Thus, through the SA spectrograph, it works
quite effective for both subjects. It can be one indicator to see the severity of
the disturbance experienced between the two in which S is experiencing a more
complex disorder than P.
The ability to produce sounds and vocabularies known by S is still quite
far behind P. On the basis ability of the production of sounds and vocabulary
form, P tends to be better than S, however in some cases P make some
inconsistency of the sound produced, either in the form of sound replacement,
or the sound and syllabic errors of the word class categories. P is also capable
of producing affixed forms of prefixes and suffixes although still in very
simple form, while S has not been able at all. S language skills are related to
his capability to produce new pronunciation and understanding. Because DS
disturbance he suffers is the forms of beheading on the initial silaba, so he
tends to only able to pronounce final silaba of the sound forms. The pattern of
sound changes generated by the subject of this study is called compression.
Compression can be interpreted as a process of shortening or compressing one
or silaba in a word. Thus, it can be deduced that the form of layout often
produced by S is the left-handed or the disappearance of the form on the lefthand sound.
REFERENCES
[1] Azhar, Arsyad. Media Pembelajaran. Jakarta: Rajawali Press, 2011.
[2] Bakker, Menno.“Wavepad Sound Editor Master Edition
v.5.55:
Distributed by NCH software Licensed Software.” www.nch.au/wavepad:
(diakses pada tanggal 24 Januari 2017), 2001.
[3] Crowley, Terry. An Introduction to Historical Linguistics. New York:
Oxford University Press, 1992.
[4] Kusumawati, Anita.“Penanganan Kognitif Anak Down Syndorme
Menggunakan Metode Kartu Warna di TK Permata Bunda Surakarta
Tahun Ajaran 2013/2014.” Skripsi Jurusan Pendidikan Anak Usia Dini.
Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah
Surakarta, 2013.
[5] Prins, Dharmaperwira. Gangguan-gangguan Komiunikasi pada Disfungsi
Hemisfer Kanan dan Pemeriksaan Komunikasi Hemisfer Kanan (PKHK).
Jakarta: Djambatan, 2004.
[6] Purnawinadi, I Gede.“Penggunaan Spektogram Speech Analyzer pada
Kidung Tantry Nandakaharana”. Jurnal Linguistika. Vol. 22, No. 42,
2012.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
[7] Sastra, Gusdi.“Ekspresi Verbal Penderita Strok dari Sudut Analisis
Neurolinguistik”. Disertasi. Kuala Lumpur: Universiti Putra Malaysia,
2005.
[8] Sudaryanto. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Duta
Wacana University Press, 1993.
[9] Sudaryanto. Metode dan Aneka Teknik Analisis Bahasa: Pengantar
Penelitian Wahana Kebudayaan Secara Linguistis. Yogyakarta: Sanata
Dharma University Press, 2015.
AUTHOR’S BIOGRAPHY
Anita Angraini Lubis was born in Padangsidimpuan, North Sumatera on
October 20th, 1993. She is the first child of 2 siblings, daughter of the couple
Mr. Safran Lubis and Erniwaty Siregar. Primary education was granted at SD
200101 Negeri Padangsidimpuan in 2005, then she took education at SMP
Negeri 5 Padangsidimpuan. Then, she went to SMA S Nurul 'Ilmi
Padangsidimpuan and graduated in 2011. The writer is noted as a student of
Indonesian Literature Program, Faculty of Cultural Sciences Andalas
University.She conducted a Real Work Lecture (KKN) on June 26th, 2014 to
July 25th, 2014 in Tubo Taratak Tinggi Village, South Solok. The author is an
activist at ALKAMIL (Alumni Keluarga Madrasah Nurul Ilmi) from the
beginning of her lecture to completing her lecture. She was also a Team of
Social Volunteers 2011-2012 at BEM KM UNAND Department of Social
Affairs and a member of the Secretariat Section at HMJ Literature Indoneisa
(Literature Student Association of Indonesia) 2013-2014. Last, the author was
a coordinator of BNI Unand Corner Corner Library until January 2015, the
authors conducted a case study research on Tifa patient clinic ENT RSUP M.
Djamil Padang, under the guidance of Dr. Gusdi Sastra, M. Hum and dr. Al
Hafiz, Sp. THT-KL. On July 21st, 2017 she has completed the study of Strata
2 in the Linguistics Science program at Faculty of Cultural Sciences, Andalas
University.
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Politeness Strategy and Social Dimension in
Pygmalion Film, Sosiolinguistics Study
Aprilia Sasmar Putri
Linguistics, Utrecht University, The Netherlands,
a.apriliasasmarputri@students.uu.nl
Abstract
This paper attempts to identify politeness strategy from the sociolinguistic
point of view, which is built upon social dimensions. Using a qualitativedescriptive method in the analysis, this research will examine the intention and
rule of politeness strategy involved, also the social dimension that affects the
strategy. The scene and the script of Bernard Shaw’s first-film-version
Pygmalion, which is directed by Gabriel Pascal, are used as the data. From
the analysis, it can be concluded that some parts of this film reflect the
movement from some characters making the politeness strategy in
communicate. It can be concluded then that one’s diction and way of speaking,
in which politeness strategy involved, can help them to communicate well.
Keywords: politeness strategy, Pygmalion, social dimensions, Sociolinguistics
INTRODUCTION
The complementary relationship between people in a region with a
growing language in it is a definite link that cannot be denied anymore. The
linkage between these two things makes the linguists consider that it is
necessary to review this relationship into a particular field of study, which is
known as sociolinguistics. This interdisciplinary study also explained about
'events' that occur during the process of habituation oneself in terms of
communicating with others who have a different language from his or her own
language. This makes the involved parties in the process of speaking obliged
to choose specific strategies so that the intention of the communication can be
well delivered. The strategies in communication have lots of variety; one of
them is called as a politeness strategy. This strategy has a closed knot to the
application of language in different social contexts.
Politeness strategy itself is a kind of pragmatic strategy that is often
discussed in several sociolinguistic analysis. The strategy, which was first
described by Brown and Levinson (1992 [1978]), discusses how someone did
deliberately (with an intention) put clauses or certain words on his/her spoken
words. According to him, this politeness strategy is closely associated with the
social situation. He also said that "their [politeness’] status as universal
principles of human interaction" can be clearly illustrated in human’s
communication activities in a society. This strategy often characterizes how a
person moves forward or backward in order to obtain the same position (or
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nearly identical) to the person s(he) was talking to. In addition, Brown and
Levinson (1987) split the group on these strategies into two terms, namely a)
positive politeness and b) negative politeness. In both of these terms, Brown
also subdivides it into several strategies in accordance with the objectives of
related parties while using this strategy.
Regarding this politeness strategy, Bonvillain (2003) claimed to agree
with this statement. He said, to quote what was said by Lakoff (1973), that
being polite is very important compared to become clear in communicating.
Bonvillain acknowledges the three postulates (Lakoff, 1973: 298) in politeness
strategies, such as a) do not impose, b) give options, c) make A feel good - be
friendly. From each of these postulates itself, there are specific strategies
undertaken by people when they decide to perform the politeness strategy.
In analyzing the emergence of an act in a sociolinguistic study, we should
know a clear measurement first. Holmes (2001) in his book formulates
benchmark with the term "social dimension". The social dimension, which is
divided into four parts, is a continuation of the “social factors” that he
mentioned earlier from his theory. Holmes (2001) wrote that the important
"scales or dimensions" in every sociolinguistic-related analysis is divided into
four sections, they are: social distance or solidarity; social status or power;
formality; and speech’s function. In this research, the author would prefer to
borrow this phrase, social dimension, from Holmes to reveal the related causes
with the existing politeness strategies.
This research will analyze the object of Eliza, one of the main characters
included in Bernard Shaw's masterpiece, Pygmalion. This Dublin-born author
has adapted the Greek myth with the similar name as the manuscript. The data
is not from the original manuscript written by Shaw, but from the scene and
script in the first film version directed by Bernard Pascal. The clear-seen gap
on the social dimension from Eliza and other characters, which influence her
politeness strategy, makes the author decide to analyze her a lot in this paper.
For the purpose of the above interest, the author felt the need to discuss
these issues in order to answer some of the questions, ranging from what is
politeness strategy contained in Pygmalion film? What are the social
dimensions which affect the emergence of this strategy and the relationship
between them? By focusing the problems on forms of speech in terms of
demand and apology, without comparing the context among all conversation
parts, this research attempts to describe and analyze about politeness strategy
and the social dimension in this film.
THEORETICAL REVIEW
Sosiolinguistics
In communication, a lot of obstacles could cause loss or gain in
delivering the meaning. From the perspective of sociolinguistics, which means
"study the relationship between language and society" (Holmes, 2001: 1), one
of the obstacles is influenced by the differences in how each person speaks. As
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a result of social culture among different regions, cultures ambiguous to be
equated, and so forth, this dissimilarity occurred. Furthermore, this diversity
of communication also written by O 'Grady in his book, “[t]he uses of language
examined the real world. Utterances are given in their natural form and are not
edited or censored with respect to content or choice of vocabulary” (1996:
540).
In addition, the etymology of sociolinguistic itself is formed by the
morpheme of socio- and linguistics. The society becomes the most appropriate
meaning for its socio- morpheme. Society in sociolinguistics means a social
community. This is related to Hornby explanation in his book, “society... social
way of living; customs, etcetera of a civilized community; a system whereby
people live together in organized communities” (1994: 818). On the other
words, sociolinguistics is a discussion of the language that is associated with
society, as it is termed by Chomsky (1965, pp. 3-4), as the "Speech
Community" (Wardhaugh, 2006: 3).
Politeness Theory
Politeness becomes importantly needed in people’s interaction because
of its foundation of human’s social life, as it is written by Brown and Levinson,
“politeness is basic to the production of social order, and a precondition of
human cooperation, so that any theory which provides an understanding of
this phenomenon at the same time goes to the foundations of human social
life” (1987: xiii).
Moreover, Bonvillain (2003) also agree with this statement. He wrote, quoted
from Lakoff’s statement in 1973 that becoming polite is more needed than
becoming clear in the communication process. Bonvillain divides this strategy
into three postulates (Lakoff, 1973: 298):
1. Do not Impose
2. Give options
3. Make A feel good – be friendly
From those three postulates, Bonvillain explains about three abstract rules
which define the level of politeness, which is:
Rule 1. (Do not Impose) related to the use of passive or active words in
offering something to other people. For example is the use of the
passive word ‘served’ in "Dinner is served" has a higher level of
politeness than the phrase "Would you like to eat" when offering food
to someone. According to him, the use of the first sentence can reduce
the gap of people who communicate.
Rule 2. (Give Options) related to the use of hedges and mitigated
expressions. Bollivain wrote that the sentence “It’s time to leave isn’t
it?” has a higher level of politeness than the sentence “I guess it’s time
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to leave”. It is evident that the first sentence showing the option from
the speaker so that the hearer knows that (s)he has their own right to
answer the statement.
Rule 3. (Make A feel good – be friendly) is the well-known variable
which is mostly found in cultural life. This includes many models and
norms in the behavior of each party involved. The manner in which the
position for both hearer and speaker is never fixed, mutually maintain
the feelings of each party is just one example of this rule’s result.
The politeness strategy is also divided into two parts based on “the
intention and the strategy” of the communication. Brown (1987) wrote this as
the term of the face, which is described as “an individual’s self-esteem” or “the
public self-image that every member want to claim for [him- or herself]”
(1987:2, 161) positive politeness and negative politeness. Please see the below
table to know about the basic reason for the division of these two parts:
Table 1.
Positive Politeness
1. Claim common ground
2. Convey that S and H are
cooperators
3. Fulfil H’s want for some X
1.
2.
3.
4.
5.
Negative Politeness
Be direct
Don’t presume or assume
Don’t coerce H
Communicate S’s want not to
impinge on H
Redress other wants of H’s
The variable, such as “requests, complaints, and apologies” (Trosborg,
1994) has also contained the politeness strategy. In addition, the variable of
address terms or how to say hello, which is also included in the application of
positive politeness strategy, also significantly shows the determination of close
or not close (intimate or distant) between the parties in a conversation. It is
stated also by Wardhaugh (2006) in the same book. He wrote, based on ErvinTripp words,
“[s]uppose the speaker, but not the listener, has a system in which familiarity,
not merely solidarity, is required for use of a first name. He will use TLN [(the
last name)] in the United States to his new colleagues and be regarded as aloof
or excessively formal. He will feel that first-name usage from his colleagues is
brash and intrusive. In the same way, encounters across social groups may lead
to misunderstandings within the United States. Suppose a used-car salesman
regards his relation to his customers as solidary, or a physician so regards his
relation to old patients. The American . . . might regard such speakers as
intrusive, having made a false claim to a solidary status. In this way, one can
pinpoint abrasive features of interaction across groups. I might add that the use
of a person’s first name in North America does not necessarily indicate
friendship or respect. First names are required among people who work closely
together, even though they may not like each other at all. First names may even
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be used to refer to public figures, but contemptuously as well as admiringly”
(Wardhaugh, 2006: 269).
Social Dimension
To analyze the act on sociolinguistics study, we have to know first which
benchmarks we stand for. Holmes, in his book, called this as “social
dimensions”. The main factors of this dimension are grouped into for main
questions, which are:
1. Who: the participants (the speaker and the hearer). It would much affect
the linguistic choice in a conversation.
2. Where: the setting or the context. The place and the context of the
conversation matter the intimate of it.
3. What: the topic. The more urgent or formal the topic, the less the joke
occurred in that conversation, and vice versa.
4. Why: the function. The involved parties will prefer to speak in the same
way when they have the same goal, or even entirely different when they
assume their goals are different.
Four parts of social dimension is divided into social distance or solidarity;
social status or power; formality; and the function of the conversation affective and referential. This four dimension has a closed-related
interpretation is related to the social factors that occur in the conversation
(Holmes, 2001: 8-9).
a. Social Distance or Solidarity
“The better you know someone, the more casual and relaxed the speech
style you will use them. ... And how well you know someone or how close
you feel to them – relative social distance/solidarity – is one important
dimension of social relationships.” Holmes (2001:224)
The above quotation shows the intimacy of a person with others will affect
how that person speaks. The more they feel familiar with someone, the more
relaxed the conversation will be, and vice versa.
There are several different terms of closeness or intimacy dimension.
Oatey says in his book that “distance / social distance, closeness, familiarity,
relational intimacy” are also recognized as a designation or other terms of
solidarity. Holmes prefers to use the term of intimate for a high level of
solidarity while the term of distant is used for a low level of solidarity. Here
is a diagram that well describes it,
Intimate
High Solidarity
Distant
Low Solidarity
Figure 1.
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b. Social Status or Power
Someone who has a power or a high social status in a society would
tend to use a high-class word while talking to others. In contrast, people
who have less power will usually choose the moderate language in
speaking. This is reflected by Oatey in the below quote,
“[o]ne person may be said to have the power over another to the degree that
he is able to control the behavior of the other. Power is a relationship
between at least two persons...There are many bases of power – physical
strength, wealth, age, sex, institutionalized role in the church, the state, the
army, or whithin the family” (1994: 9).
The influence of physical strength, health, age, gender, the level of
religious, residential, and condition of the family affects one’s capacity to
power or status in a conversation. This has resulted in the emergence of
speech’s discontinuity between the parties involved. Holmes formulated the
diagram to show the distinction of each status by focusing the relation
between the hearer and the speaker. Here is the diagram,
Superior
High Status
Subordinate
Low Status
Figure 2.
Besides that, there is also the term of “high - equal – low” which is often
used by some linguists when mentioning the dimensions that occur in
relation to power. It has a similar pattern to what was described by Holmes,
but the experts insert the term of equal because they think there are
circumstances in which the hearer and the speaker become equal (equal).
c. Formality
Formality, as Holmes uttered in his book, is “[a] very formal setting...
will influence language choice regardless of the personal relationships
between the speakers” (2001: 10). People involved in a formal conversation
would use a formal language and speak in a casual or formal way.
Giles’ statement on his book also add that,
“[i]t was argued that the presumed role of formality-informality of context
and the criterion of "attention to speech" that was seminally associated
with the prestigiousness of speech styles by Labov could be reinterpreted,
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at least in part, as having been mediated by interpersonal accommodation
processes.” (2008: 5).
The formality of the context and the attention-given criteria in an actual
conversation affects how fluent a person speaks and communicates to other
persons. People usually prefer choosing to use politeness strategies when
the context of speaking is formal.
See the below diagram to show this dimension based on Holmes’
formulation as the effect of formality in a conversation,
Formal
High Formality
Informal
Low Formality
Figure 3.
It clearly can be seen that the more formal setting happened in a
conversation, the higher level of formality will be contained in it. This
becomes important since the conversation’s setting will influence the choice
of language used.
d. Purpose – Affective and Referential
The purpose of the conversation is the last dimension that affects the
strategy involved. In one dimension, there are two important things
contained in this dimension. The first one is the affectivity. The affectivity
in a conversation would normally itemize on interpersonal communication
or related to emotional or feeling of hearers and speakers. Another one is
the reference (referential). It is closely related to the reference or object of
a conversation. It itemizes the communication or information exchange that
can be obtained in a conversation, whether mutual or just profitable side of
the question.
Both dimensions are related each other, merged into the dimension of
the speech function. This also closely related to the purpose or the main
topic in the interaction (Holmes, 2001). For example, when we talk to a
next-door neighbor who rarely met before, we tend to make a conversation
with a useless topic such as the weather on that day or a happening event. It
proves that we include more affective dimensions rather than the referential
one in that conversation. This is due to the intention of a simple way of
conveying a feeling to the stranger, not to actually exchange the information
related to the existing weather.
See this diagram from Holmes’ book,
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Referential
High information content
Low information content
Affective
Low affective content
High affective content
Figure 4.
As illustrated in the diagram above, the dimensions of which are owned by
the referential dimension are inversely proportional to that of the affective
dimension. Holmes puts it with the following sentence, "[b] y contrast, the
which interactions are more concerned with expressing feeling often have
little in the way of new information to communicate" (2001: 10). To
emphasize, the more emotional a conversation is, then, according to
Holmes, the fewer new information c
ontained therein.
DISCUSSION
Please take a look the analysis of three discussions found by the author.
The object of research is taken from the first film version by seeing the first
scenario script of Pygmalion film. The data in this video, downloaded from
http://www.youtube.com/watch?v=tmdPj_XbF30, is classified by using the
descriptive-qualitative method.
1. First data (scene 05:47 – 06:07)
Synopsis:
In this part, with duration 20 seconds, there is a scene involving a
dialogue between two people, the flower girl (Eliza) and Colonel
Pickering. She offered her flowers at a man who was sheltering nearby.
From his appearance, that man looks like a wealthy person. As captain,
Eliza dared to peddle her flowers to the strange man, who was then still she
does not know his full name.
THE FLOWER GIRL (taking advantage of the military gentleman's
proxmity to establish friendly relations with him) Oh cheer up Capt’n.
If it's raining worse, it's a sign it's nearly over. Buy a flow’r off a
poor girl.
THE GENTLEMAN. (British accent) I'm sorry. I haven’t any change.
THE FLOWER GIRL. G’on, Captain. I can change half-a-crown.
THE GENTLEMAN. Now dont be troublesome: theres a good girl.
(Trying his pockets) I really havnt any change. Here’s a tuppence.
Taxi! THE FLOWER GIRL (disappointed, but thinking three
halfpence better than nothing) Thank you, Capt’n.
Analysis:
Politeness strategies here reflected by the way Eliza puts repeatedly an
address term in the spoken sentences. She appends the word "Capt'n", which
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actually means ‘captain’ when greeting the gentleman. The addition of the
address term makes the politeness strategy here as a positive politeness.
Eliza, who has a lower social status than Colonel Pickering, caused by
her job, chooses to use a more polite diction while offering her wares and
asking Colonel Pickering to buy it. Her polite way of speaking shows the
respect to the new person she knew. However, despite Colonel Pickering’s
power status is higher than Eliza’s status, Colonel Pickering’s ways of
speaking show a strong solidarity towards Eliza. Evidently, his diction is not
too high when talking to Eliza, in order to make her easily understand about it.
In this scene, the author assumes power, solidarity, as well as affective
function, is the three social dimensions consisted strongly, in a positive
direction. The movement that occurs in the scene this time is:
Superior
G
F. G
F. G
Subordinate
Figure 5. The diagram of power dimension between the flower girl and the
gentleman
The diagram shows that the gentleman (G) has a much higher position
than the flower girl (F.G). This causes the pointer of G close by a superior
position, while F.G is much far to a subordinate position. However, with a
choice of diction used by F.G, the pointer of F.G approaches G near to the
superior position (be F.G '). By choosing a polite diction to mention the word
"Capt'n" and demeaning herself by saying "a poor girl, she makes her position
upward, at least near to G.
Intimate
G
G
Distant
F. G
Figure 6. The diagram of solidarity dimension between the flower girl
and the gentleman
The diagram of solidarity dimension above shows the movement conducted by
the gentleman (G). This movement or strategy makes G near to the flower girl
(F.G), to be G’. It shows a high solidarity, or by which Holmes said as an
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“intimate” (2001) term. The dotted lines in the above diagram indicate that the
movement happens, but not literally exists. The intimacy between them could
not be described concretely because the concept of solidarity itself is an
abstract concept.
Referential
High information content
Low information content
Affective
Low affective content
High affective content
Figure 7. The diagram of speech function dimension between
the flower girl and the gentleman
The conversation in this scene shows more affective function for social
dimension, not referential. The purpose of the conversation just to offer
flowers. There is no important-exchanged information included in the
conversation this time. As described by Holmes (2001), if a conversation has
no information exchanged, but only containing an interpersonal
communication, the function of existing conversation will tend to show an
affective rather than referential function. It also occurs in this scene. In this
conversation between F.G and G is not intended to exchange information on
interest. The scene and script show a bargaining situation in the context of
buying and selling flowers.
2. Second data (scene 25:10 – 26:27)
Synopsis:
In this part, with duration 1 minute 17 seconds, there is a scene
involving a dialogue between two people, namely Mrs. Pearce and Higgins.
This scene takes place in the dining room and during the day. Mrs. Pearce,
who acted as Higgins’ housekeeper, reminds him about his treatment to
Eliza. Although, they both already know each other for a long time, but
Mrs. Pearce still chooses to mind her diction showing courtesy to her
employer.
See the scenario script below,
MRS PEARCE. Excuse me, Mr. Higgins. I’d like to trouble you, if
I may.
HIGGINS. Yes?
MRS PEARCE. Mr Higgins: will you please be very particular what
you say before the girl?
HIGGINS (sternly) Of course. I'm always particular about what I say.
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MRS PEARCE (unmoved) No, sir. It doesnt matter before me, I'm
used to it. But you really must not swear before the girl.
HIGGINS (Most emphatically) I never swear!! What the devil do you
mean??! (knocking the spoon to the table)
MRS PEARCE (stolidly) Thats what I mean. I dont mind your
damning and blasting, but there is a certain word I must ask you not
to use. The girl used it in the bath, because the water was too hot. It
begins with the same letter as bath.
HIGGINS (loftily) I cannot charge myself with having ever uttered it,
Mrs Pearce. (She looks at him steadfastly. He adds, hiding an uneasy
conscience with a judicial air) Except perhaps in a moment of
extreme and justifiable excitement.
MRS PEARCE. Only this morning, sir, you applied it to the boots, to
the butter, and to the brown bread.
HIGGINS. Oh, that, a mere alliteration. Natural to a poet. Is that all?
MRS PEARCE. No, sir. You’ll have to be very particular as to her
personal cleanliness.
HIGGINS. Yes, certainly, certainly. Most important.
MRS PEARCE. Might I ask you not to come down to breakfast in
your dressing gown? Or not to use it as a table napkin, if you do. And
will you please remember not to put the porridge saucepan onto the
clean tablecloth. I hope you’re not offended, sir.
HIGGINS (shocked at finding himself thought capable of an
unamiable sentiment) Oh, no, not at all, not at all Mrs Pearce. Is that
all?
MRS PEARCE. Oh, no, sir... I really don’t think I can put the girl
back into these. Might she wears one of those Chinese garments you
brought from abroad?
HIGGINS. (muffled speech) Certainly, certainly.
Analysis:
It shows how Mrs. Pearce chooses her words that she used to be very
polite when he talked to Higgins. Mrs. Pearce, even before said at length
Higgins asked beforehand to talk to him. This was proved by the speech
Mrs. Pearce in the quote "[e] xcuse me, Mr. Higgins. I'd like to trouble
you, if I may. " The use of the title affix Mr. as well as additional
pleasantries "[i] 'd like to trouble you, if I may" is used Mrs. Pearce to
declare her disinclination on Higgins in speaking.
The social dimensions involved in grouping footage this time is power
and formality. As we know, Higgins has a higher scale of power than Mrs.
Pearce because he is an employer. However, choosing a lot of formal
words makes Mrs. Pearce managed to raise his social status to parallel to
Higgins so that she can convey her purpose in that conversation.
The movement happened in this conversation can be well described
by the diagram below:
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Superior
H
M.P
M.P
Subordinate
Figure 8. The diagram of power scale between Higgins and Mrs. Pearce
The diagram shows that Higgins (H) has a higher position than Mrs.
Pearce’s (M.P). This causes a pointer of H close to the scale of superior,
but M.P pointer close to the subordinate. However, with a choice of
diction used by M.P, the pointer of M.P approaches H, closer to a
superior (be M.P').
Formal
H
Informal
M.P
M.P
Figure 9 The diagram of formality scale between Higgins and Mrs. Pearce
The second diagram shows that Higgins (H) is much closer to the point
of formal, or in Holmes’ term “high formality”, while Mrs. Pearce
(M.P) is closer to the position of informal. By selecting the diction,
Mrs. Pearce’s position moved from M.P to M.P '. This movement is
moving towards a more formal and adjacent to the H position indeed.
CONCLUSION
The conclusion that can be drawn from the study of politeness strategies
and social dimensions are:
1. There are several parts of the conversation in this film using special
politeness strategies. By showing certain politeness strategies, for
example appending the clause "if I do" after the phrase "I do not mind"
when answering a request Pickering, Eliza wants to show a postulate
of politeness strategy (make A feel good - be friendly) to Pickering. In
addition, politeness strategy can also be seen when. Mrs. Pearce affixes
address terms ‘Sir’ while greeting Higgins, her employer. It seems to
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describe that Mrs. Pearce makes a positive part of politeness in the
sentence. Overall, the data presented contains a lot of positive
politeness strategy, reflected in the address prefixes term on it and with
the intention of make A feel good and give options.
2. The social dimension in this film shows a different capacity level. For
example, the social dimension of solidarity most widely perceived by
the author appeared in the dialogue involving Pickering and Eliza.
Although the positions of both are different, which shows Pickering
domiciled higher than Eliza, the way he controlled his words can make
a good communication with Eliza. He avoids using the high-class terms
that Eliza might not understand. It describes a dimension of solidarity,
which makes a visible movement toward Eliza, helping them to achieve
the purpose of communication. It is evident that the two most
influential dimensions in the process of politeness strategies in this film
are the power and solidarity dimensions. Both parts often dominate the
reason why some figures, like Eliza, Mrs. Pearce, the parlor maid, made
a choice how to speak differently on each side in this film.
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Universitas Andalas, August 24, 2017
[10] Spencer-Oatey, H. 2008. Culturally Speaking: Culture, Communication,
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Linguistic Style in Character Name in Negeri
Perempuan, A Novel By Wisran Hadi
Armini Arbain
FIB Universitas Andalas
arminiarbain@yahoo.com
Abstract
Language is upstream for the literary work. In literature, language is not only a
means of communication but also a means to express aestethic. To maintain the
aestethic, the author using several form connotative, emotive, and aesthetic language.
A famous author in West Sumatra, Wisran Hadi, in his novel entitled Negeri
Perempuan expresses language creativity in naming the characters. Each name of the
character in the novel has the meaning which related to the character it represents.
Moreover, it also associated with the background of the work of the cultural
background of Minangkabau culture. This research aims to discuss language
creativity and social conditions of Minangkabau culture represent in the novel.
Keywords: Compound, name, character, meaning, social culture
INTRODUCTION
Language is upstream for the realization of a literary work. In literature,
language is not only a means of communication but also a means to achieve
beauty. To accomplish such beauty, writers tweaking the word to create
connotative, emotive, and aesthetic meaning. There are many things that
writers do to achieve aesthetic, such as using the linguistic style in naming the
characters. However, usually, the system in creating the name is frequently
regarded as a minor issue for some authors. According to Umar Junus (1983:
9) many people do not think of naming characters in literary works, so it is
frequently neglected. Even people never think character naming has it is own
system or rule.
In fact, Wisran Hadi, a senior writer from West Sumatra had noticed the
issue. For Wisran, naming is very important in expressing beauty and building
the local color of his novels. Therefore, in creating the characters in his novel
he composed words that morphologically build a new meaning. Furthermore,
the naming of the character is related to the character played by the character.
Thus, to understand the Wisran works, it requires the reader to contemplate
toward the naming system of characters and meaning they represent. The
reader can not rely only on literal meaning but have to interpret the names of
the characters according to based on the context.
Interpreting a text by focusing its relation to the context belongs to the
Hermenutic study. According to Paul Ricour, (1981: 43) Hermeneutics is the
theory to understand and interprete the signs. It means that the sign can be
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
interpreted with an understanding by looking at the correlation between the
text and the referenced fact or reference. In Wisran worrk, the reference is
related to the Minangkabau language and culture. For that, in reading and
understanding the novel Wisran Hadi Negeri Perempuan needed knowledge
of language and culture of Minangkabau.
RESEARCH METHOD
The current research is using a descriptive explanation as characteristic
of qualitative research research. Qualitative research is a study aimed at
understanding the phenomenon of what the subject of research is experiencing
holistically and by way of description in the form of words and language, in a
specific context that is natural and by using various scientific methods
(Moleong, 2007: 6). The scientific method used in this paper is hermeneutic.
The words or the naming list of the characters used by Wisran in his work are
associated with the Minangkabau cultural and language. Since the names are
creatively composed by the author, which create new meanings, then a
morphological study is required.
DISCUSSION
Dalam karya sastra, dalam hal ini novel (prosa), tokoh merupakan
unsur penting dalam struktur cerita. Tanpa tokoh sebuah cerita tidak akan
wujud. Menurut Nurgiantoro (1995: 164) Setiap tokoh memiliki karakter atau
penokohan. Berdasarkan penokohan itulah terbangun peristiwa demi peristiwa
yang pada gilirannya menjadi cerita. Setiap cerita yang dihadirkan pengarang
memiliki tujuan sesuai dengan tema yang akan diungkapkan pengarang.
Karakter tokoh bisa dibangun secara analitik, dramatik, campuran analitik dan
dramatik. Selain itu, karakter tokoh juga bisa terlihat dari namanya.
Bagi Wisran Hadi, nama tokoh bukan sekedar rangkaian kata tanpa
makna karena penamaan yang diberikan pada tokoh dalam bahasa
Minangkabau di samping kata-kata tersebut diutak-atik juga sekaligus dari
nama tersebut terkandung suatu tujuan dan mungkin juga sebuah ideologi. Hal
tersebut dimaksudkan agar warna lokal Minangkabau terlihat kental dan tentu
cerita lebih hidup.
Bertitik tolak dari judul novel ini yakni Negeri Perempuan dapat
diinterpretasikan bahwa latar cerita ini adalah Minangkabau, etnis yang
memiliki sistem kekerabatan matrilineal. Bila dikaitkan dengan nama tokoh,
juga terlihat bahwa sejumlah nama tokoh dalam novel ini berasal dari Bahasa
Minangkabau seperti nama Bundo, Nini Ariang atau Ninik Ariang (Nini
Kariang), Ibu Lansia, Ameh Urai, Masam, Diringgiti, Rendotapi, Merajutti,
Burik. Pa Sati, Barajoan, Rajasyah dan lain-lain. Dalam makalah ini hanya
dipilih beberapa nama. Pemilihan ini didasarkan pada nama-nama yang
mengalami proses morfologis bahasa Minangkabau dan merupakan nama
tokoh utama yang sangat berperan dalam cerita.
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In literature, in this case, the novel (prose), the character is an important
element in the structure of the story. Without a character, a story will not be a
well plotted. According to Nurgiantoro (1995: 164) each character has a
character or characterization. Based on characterizations that influence events
which come one after another to become a story. In each story the author has
a purpose in accordance with the theme, sometimes it is hidden. Character
figures can be developed analytically, dramatically, and mixed. In addition,
character figures can also be seen from the characetrs name.
For Wisran Hadi, the name of the character is not just a sequence of
words without meaning because naming characters beside using Minangkabau
language also designed which represent certain purpose and may also contain
an ideology. It is intended brush local colors of Minangkabau and to enliven
the story.
The starting point of this novel's title is Negeri Perempuan can be
interpreted that the background of this story is Minangkabau, ethnic who have
a matrilineal system. When associated with the name of the character, there is
characters name in this novel that using Minangkabau language such as Bundo,
Nini Ariang atau Ninik Ariang (Nini Kariang), Ibu Lansia, Ameh Urai, Masam,
Diringgiti, Rendotapi, Merajutti, Burik. Pa Sati, Barajoan, Rajasyah dan lainlain and so on. This paper only represents several common character names
from the novel. The selection is based on the morphological process of
Minangkabau language and the main characters of the novel.
No
1
2
3
Table 1 Character naming as reflected morphological proccesses
Meaning in
Morphological
Character
Minangkabau
Role in the story
processes
language
Barajoan
Ba- rajo-an
The man who
The man who is not
regarded as king
the descendant of
confix Ba—an
without royal blood
the king but forces
(as if a king)
people to regard
him as a king
because he has
power
Ninik AriangNinik Ariang –
A smelly old woman
A disgust and
Nini Karing
Nini Kariang
stupid women who
(phonem shifting)
designed to be
powerful old
woman
Masam
Mas-Sam
Sour
Orang yang
(phoneme
hidupnya selalu
deletion)
susah namun sangat
penting dalam
melaksanakan tugas
tokoh utama
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
4
Diringgiti
di-ringgit-i
(affixation)
Ringgit is the
currency used during
the Dutch period.
Given Ringgit
repeatedly and the
people get rich
5
Merajuti
Me-rajut-i
(affixation)
Making knitting
repeatedly
6
Rajasyah
Raja- syah (sah)
compound
A reak king who
descendant royal
blood
7
Ameh Urai =
Ameh
(Ba)urai
Ameh = Emas
baurai= berderai
(affix deletion)
A grained gold
8
Bapa Soan
Ba- paso-an
Paso = paksa =
dipaksakan
(Affixation)
Done to be pushed
9
Simarajo
(penghulu)
Si-Marajo (the
use of article si)
Marajo is a prime
king or title for a man
in Minangkabau
10
Bu Lansia
Bu Lansia (from
Bahasa Indonesia,
lansia
A train
An unlucky man
who has major role
in the story
A poor man who
becomes rich, he
feels the richest
man and needs
legitimacy to be
considered as royal
decendent.
A woman who done
anything to make
her brother (his
people) be part of
the royal family
A king who has
nature as a king and
the decendent of
royal blood
A rich woman
(entrepreneurs) who
loves to raise
money for social
service
Someone who is
forced to do
something that is
not part of his
expertise
A nobel man who
has the ability to
solve problems in
nagari
Perempuan yang
suka mondarmandir
mengusahakan agar
suaminya Barajoan
diangkat menjadi
penghulu
An ambisous
woman who pursue
to make her
husband Barajoan
appointed as
penghulu (noble
man)
Based on the table the above, it can be seen the names of characters used
Wisran commonly refers to the Minangkabau language. From the names, it can
be seen the morphological processes of the formation of the word. The
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morphological process found are affixation, phoneme deletion, shifting of
phoneme position, affix deletion, use of the article, and pronunciation of words
in Minang language.
From the characters name, it also can be seen the role of characters in
developing the story. The character Barajoan is a regional head who feels the
need for a traditional title for the splendor of his position so that he forced
himself to have a customary title even though he is not a descendant of the
king. It means that this character is portrayed as a figure who likes to impose
his will on others. This figure is assisted by his wife named Bu Lansia. As
pronounce in Minang language, not in Indonesian. So the word lansia means
going back and forth or back and forth (Saydan, 2004: 218). In this case, Bu
Lansia is portrayed as a woman who did anything to make her husband have
social pretidge. For that, this character will justify any means to make her
husband be a penghulu.
To achive their goal, Barajoan and Bu Lansia are assisted by Bapasoan.
The word Bapasoan is a morphological process for word paso mean forced
that transfers the biblical comics. It means something forced. This figure plays
a role in building Rumah Gadang Sembilan Ruang. Actually, this figure does
not have any skill to be a contractor but because he is a brother-in-law Bu
Lansia (Pambayan of Barajoan), then the construction is hendled by him. This
is done by Barajoan to show that he is a powerful man. As a result, the
construction of the Rumah Gadang Sembilan Ruang was stalled because
Bapasoan did not understand the people around him. With the wisdom of
Simarajo character, the construction can be done well. Simarajo is a prince who
is also a descendant of the king, he was able to see the situation conditions that
exist in his country.
The basic word is the ringgit (with the suffix -i) which refer to currency
which represnet gold and jewelry in the story. He is a wealthy figure but not a
descendant of the king so as to raise his pride he needs to set up a rumah
gadang limo ruang and legitimize himself as a penghulu by looking for a clan
whose has no penghulu. To get it, Diringgiti spends a lot of money. His efforts
are helped by his sister named Merajuti and Rendotapi, his wealthy wife.
Diringgiti is potreyed as a figure who value something with money or wealth.
Furthermore, the name Merajuti, comes from the word rajut (knit) with
confix Me-i. The character who seriously strives for his brother to become a
penghulu. This is done so that his family becomes a royal family. By her
brother's wealth, she pesues to achieve her wishes.
The process of shifting the phoneme position is seen from the name of
Ninik-Ariang to Nini-Kariang. A girl frequrently bed-wetting is transformed
by the employees of the Tourism Office as if being a powerful woman. This is
done by pak. Abu (official Department of Tourism) to turn the history and at
the same time for the attraction of visitors Puri Alam. Spreading the news that
Puri Alam has a descendant of a powerful king named Nini Kariang who is
actually just a girl who smells of kinky.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
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From the above description shows that there are a number of words with
the morphological process and create a new meaning. The creation of the name
is related to its meaning and also shows the role of the characters. The character
was chosen by the author to describe event after event in the story. According
to Stanton (2012, 34) the name and articulation of the name itself can lead the
reader to the character's trait or character's potrey.
The character of Barajoan (an official) and his wife, Bu Lansia, can be
interpreted as a ruling figure in an area to assume that what is in his territory
should be subject to him. Matters relating to customs in his realm of power are
not his area of dominion but are still mixed up. Even this figure also forced
himself to be a penghulu.
In term of government issue, the official of the Tourism office tries to
deflect history of his good to get public opinion to accept that Nini Kariang is
legitimate decendent of Nagariko realm. The misleading opinion is then
uncovered when Nini Kariang gets pregnant. After Nini Kariang's pregnant,
pak Abu figure disappeared. Finally, people know that the magic of Nini
Kariang is designed by pak Abu.
Meanwhile, figures Diringgiti (conglomerate) and his sister Merajuti are
figures that can be interpreted as people who consider that money is everything
so that everything gets by money. This shows that there are characters who
deflect history according to their own interests.
Thus, through the tampering name of a character who then shows the
character that can be interpreted as a desire to change history, it appears that
the author wants to criticize a situation. Today, what happened in
Minangkabau. Many people who want to be called the descendants of the king
so that there are many appointments pengulu which is actually uncommon in
Minangkabau culture. Thus, the naming of characters in this work serves as a
tool to critized the uncommonness that author reflects in his neighborhood.
CONCLUSION
From the description above it can be concluded that in the novel Negeri
Perempuan, Wisran Hadi uses words from the Minangkabau language for
naming the characters. The names are designed by the author by using seberal
morphological processes. By the word formation it comes a new meaning. As
a result, the new meaning can not be understood literally without analyzing the
word formation.
Naming is also associated with the character. Every name played by a
character shows his/her role. The characters create events which later on make
up the whole story. The naming may be a satire and even a criticism of the
present condition in the Minangkabau society.
Since the naming of the character is related to the language and cultural
background of Minangkabau, so to understand the character and the story, the
reader must have knowledge and insight about the language and socio-cultural
condition of Minangkabau. Therefore, reading the novel Negeri Perempuan
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without understanding the morphological process of naming the characters and
Minangkabau cultural background will lead to misinterpretation.
REFERENCE
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
Departemen Pendidikan dan Kebudayaan. Tata Bahasa
Minangkabau.
Jakarta:
Pusat
Pembinaan
dan
Pengembangan Bahasa. 1993.
Hadi, Wisran. Negeri Perempuan (novel). Jakarta:
Pustaka Firdaus; 2001.
Junus, Umar. Dari Peristiwa ke Imaginasi. Jakarta:
Gramedia.1983.
Kridalaksana, Harimurti.
Pembentukan Kata
Dalam
Bahasa Indonesia. Jakarta. Gramedia Pustaka Utama
2010.
Moleong, Lexy. Metode Penelitian Kualitatif . Bandung:
Remaja Rosdakarya. 2007
Nurgiyantoro,
Burhan.
Teori
Pengkajian
Fiksi.
Yogyakarta: Gadjah Mada University Press. 1995.
Ricoeur, Paul. Interpretation Theory: Discourse and the
Surplus of Meaning. Texas: The Texas Christian
University Press. 1976.
Stanton, Robert. Teori Fiksi
(diterjemahkan oleh
Sugihastuti dan Rossi Abi Al Irsyad) Yogyakarta:
Pustaka Pelajar. 2012.
Syadan, Gouzali. Kamus Lengkap Bahasa Minangkabau.
Padang: PPIM. 2004
AUTHOR BIOGRAPHY
Armini Arbain, saraduated from Faculty of Literature Universitas Gadjah
Mada for Bachelor and Master Degree. She has been teaching in Faculty of
Litterature Universitas Andalas since 1988. She actively conducting research
on Indonesian literature. Some of her books including; Citra Wanita Pekerja
dalam Novel-Novel Indonesia (2007). Pengarang Sumatera Barat Era
Reformasi ( 1998-2013) Biografi, Sinopsis karya, Ulasan dan Pemetaan
(2015).
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Minangkabau Language Greeting Pattern Based on
Social Factors: A Case Study at Andalas University
Aslinda1, Mohammad Fadzeli Jaafar, Norsimah Mat Awal
Faculty of Humanities, Universitas Andalas
aslindaa64@gmail.com
Abstract
Greetings are one of the most important aspects that should be focussed in
communication as they are situated at the beginning of a conversation and determine
the form of subsequent conversations. Based on a prelimenary study conducted in
Padang, specifically with students from Universiti Andalas, a substantial number of
students did not use the appropriate greeting forms that are polite and adhere to the
Minangkabau culture. Therefore, this study aims to explore the patterns and
strategies of greetings used by the students and the greetings used that are against
the Minangkabau social, cultural values. This study adopts the sociopragmatic
approach as proposed by Akindele (1990). The methods used were questionnaires
that are based on Blum-Kulka, House and Kasper‟s (1997) Discourse Completion
Task (DCT) which were distributed to 300 respondents and 94 informants were
interviewed. This study also applied Brown and Levinson‟s (1987) model on
politeness and the Minangkabau‟s Kato Nan Ampek proposed by Navis (1998).
Findings of the study showed that there were 16 forms of greetings employed by the
students. The four most often used forms were „greetings in a foreign language‟,
„using titles in greetings‟, „empty form‟ and „non-greeting‟. The students were
more inclined to use greetings in a foreign language as they were considered as more
prestigious, especially among female students.
keywords: geetings, sociopragmatic, Kato Nan Ampek, social factor, DCT
INTRODUCTION
The important aspect of starting a conversation or conversation is a
greeting. According to Soeseno Kartomihardjo (1987), the most important and
special attention of sociolinguistic members is summons, greetings, and
address, the term of address. In this study, the term used is a greeting, not
someone to greet (greetings). This option because the study is only the word
of the speaker, not the reciprocal of both the speaker and the listener. Next, as
explained "In many language societies, the greeting is often regarded as a
fatigued expression. Communication aimed at establishing good interactions
between speakers and listeners. Therefore, when a lazy acquaintance submits
a reprimand is considered intimate, arrogant, selfish and so forth. Soeseno is
further described, in America people will feel offended if a friend who sees
him does not greet him. Similarly, in Minangkabau, when met with someone
he knows, and they do not greet, then the person is considered to be an arrogant
person, walking past and without the other (Navis, 1998; Aslinda, 2000).
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Importantly, the role of greeting can also be read in "Language,
Society, and Power" by Linda Thomas and Shan Wareing, Sunoto et al. (2007)
which states that:
"The word you use to greet others can be crucial to how you position
yourself about others, whether it creates social distance or builds
intimacy, or is respectful or demeaning and contemptuous, all of which
can be conveyed through a greeting system in the language. "
Asmah Haji Omar (2008) mentions "People relate to one another show
language refinement when they comply with the sociolinguistic rules." The
sociolinguistic rules are, with whom to speak, where and to what extent. One
of the common features used as the word greeting and self-reference by its
place. Wardhaugh (2006) summarizes various social factors that can influence
the word choice by considering a specific time, social status or rank, gender,
age, family relationship, hierarchy Employment, transaction status, ethnicity
or stage of intimacy between speaker and audience.
Semitic greetings or greetings are blank, frozen or routine items that
have been formulated, according to Searle (1969), Wilkins (1976), and Kasper
(1989). Meanwhile, Laver (1981: 304) has different views. For Laver, the
greeting is not something that is relatively meaningless and a mechanical
behavior of a mechanic. Akindele (1990) argues that greeting is a very
important strategy for social negotiation and control of identity and social
relations between participants (actors) in a conversation.
Greetings can be found in every field, every culture and every
language. One of the languages that have a greeting is Minangkabau. The
acronym used by the community is closely linked to the Minangkabau sociocultural and custom values system contained in "Kato Nan Ampek". Therefore,
for the incompetent community to use the greeting by the customs and sociocultural Minangkabau, it is said that one of the behaviors that "indulged in" is
"not aware of the four" (Suparman Khan 1996).
The discussion on the conduct of a person's initial greeting to meet
other people, whether the speaker uses the word greeting or not, or using
another form, seems interesting to be studied. Sometimes it's sometimes just a
smile, nodding or hand picking comes from a greeting or just a few words
without a word greeting. This discussion only outlines two problems, namely
1) Identify the form of the passage of Minangkabau students on the campus of
Universitas Andalas. 2) what are the greeting pattern Minangkabau language
used by students in at Universitas Andalas?
METHOD
The current research uses a completely valid data acquisition method of
triangulation. The basic concept of triangulation includes triangulation of data
or sources and triangulation of methods and techniques (Subroto, 1992: 35).
The triangulation of data in this study is the greeting data not only obtained
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
through the Task of Improving the Discourse (from now on abbreviated as
TPW), but also the observation and observation. TPW represents the most
widely used (and still used) instrument to derive linguistic language data in
cross-cultural and pragmatic investigation crosses. This is because of the
advantages that allow reviewers to easily gather large amounts of data on
various linguistic phenomena, escorting the social/situational modifiers
involved in each of the circumstances tested (Billmyer and Varghese 2000:
518).
This research was conducted at Universitas Andalas, Padang. The
location is selected because this university is the oldest university on the island
of Sumatra which is attended by the best student throughot the nation. It can
be seen by the high enthusiasts of enterence process which is very competitive.
To solved problem, this reseach is designed to meet the six domains that
are in the campus environment, namely Domain Formal which consists of three
ie 1). Library Office (KP), 2). Academic Office (KA), 3). Class (Ks). When
the Non Formal Domain also consists of three ie 4). Corridor faculty
abbreviated (KF), 5). Campus Cafe (KK), and 6). Colleague (Kj)
DISCUSSION
As the basic concept of the greeting in this study, Akindele (1990)
thought that greetings are very important strategies for negotiation and control
for social identities and social relations between participants in a conversation.
A. Forms of Student Greetings
The discussion of this study is to know the exact form of greeting and
greeting patterns of Minangkabau ethnic students on the campus of Andalas
University in the city of Padang. As a guide to the determination of greeting
patterns in this study, the authors are concerned with the scientific papers on
greetings in initiating conversations that up to this point there have been at least
four studies conducted in Malay, ie the study conducted by Mohammad
Fadzeli Jaafar, Marlyna Maros and Maslida Yusof (2009) who examines the
opening of words in the high-learning domain which is the division of the app
review. The opening words discussed by Mohammad Fadzeli Jaafar et
al.dimodification of Byon's (2004) opening words were distributed to four
categories of opening words ie greeting, attention getter, title and name. In
more detail described Mohammad Fadzeli Jaafar et al that the word alu-aluan
is an element in the form of the word alu-aluan or social formula that serves to
attract the attention of listeners such as "Assalamualaikum", " Apa khabar?".
While attention-grabbing is an element in the form of 'attention-grabbing' to
circulate the listener such as "Apologize." The title is in the form of 'job title
or certain roles of rank, vocation or greeting' to attract the attention of listeners
such as "Cikgu, Prof, Dr, Puan, Tuan, Encik, Cik ") .The name is also an
element in the form of a surname or first name to attract the attention of
listeners, such as" Ali Ahmad ".
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The next study was conducted by Aslinda, Mohammad.Fadzeli Jaafar &
Norsimah Mat Early (2009) with the headline of the Minangkabau Strategy of
Greeting: A Sociopragmatic Study. Although both are opening speech, this
study is not conducted in the education domain, but rather in the public domain,
such as retail stores, markets, terminals, and surau. It is also possible that
different studies are examined by studies conducted in the educational domain.
Meanwhile, Marlyna Maros, Aslinda and Muhammad Baharim Mahidin
(2010) distributed greeting patterns to 10 categories, including non verbal,
assalamualaikum / hi / hello / salam / af + hi / hello / salam / salah / response,
not responding.
The forms of greetings obtained from the probing questions disseminated
in this study were obtained by 16 forms. As shown in the following schedule.
Table 1 Greeting form of Universitas Andalas students
No.
Greeting
1.
Penarik Perhatian (SPP)
2.
Kata Aluan (SKA)
3.
Sapaan Nama (SN)
4.
Sapaan Hormat (SH)
5.
Sapaan Bahasa lain (SBL)
6.
Sapaan Rambang (SR)
7.
Sapaan Olok-Olokan (SOO)
8.
SapaanTimang-Timang(STT)
9.
Sapaan Kata Ganti (SKT)
10.
Sapaan Kata Seru (SKS)
11.
Tanpa Sapaan (TS)
12.
Sapaan Kinesik (SK)
13.
Sapaan Campuran (SC)
14.
Sapaan Ganda (SG)
15.
Tidak Menyapa (TM)
16.
Jawapan Kosong (JK)
B. Greeting Pattern Based on Social Transformation
There are four variables and strategies designed to capture all the
information about this greeting. First is social power, which is a person who
has power over the students, such as lecturers, clerks, seniors and others.
Second, social distance, that is in close and unrelated relationships between the
two participants of the conversation. While the third is gender, that is, to
observe the gesture differences used by men and women. But in this paper will
only be the issue of social power.
Social power is the relative power in a real interaction that is quite
difficult to identify, Normah (2012). It happens because there are many factors
to consider. However, according to Leech (1993), the overall service level, in
a given speech situation, depends on relative relative factors such as status,
age, intimacy, temporary role of a person to others. Social power in this study
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
further divides it into the roles of all individuals within the campus
environment in higher learning domains, conversations with lecturers,
conversations with clerks, to college principals, conversations with seniors,
and junior conversations.
Social power factors can be understood through the study of Amateur
Juhari Moain (1989), Awang Sariyan (2007), and Rohaidah Haron (2009) who
find that the title and status of a person are important to produce an accurate
and perfect aptitude in Marlyna Maros et.al (2011). Based on the results of this
study, it can be concluded that a person's title and status is important to know
before beginning the conversation to ensure the proper accuracy of the
appropriate nomination process.
1) Greetings to Lecturers
A lecturer is a person who has a high level of power compared to an
accomplice, in the area of PP, PA and KL. Lecturers are highly regarded by
students as they relate to scoring and other activities in the world of higher
education. When there is a problem with academic questions, lecturers have
the power to manage it, including the granting and selection of scholarships
for students. Therefore, it is undeniable that the pattern of the passwords used
by the students is quite different from the others.
In the following figure, the applicant's pattern of applicant's choice to be
used for lecturers is 8 forms, namely SKA, SH, SBL, SK, SC, SG, TM and JK.
What can be said here is that the student's choice of non-greeting and empty
answers is very low even though it is still found, which is less than% 1. In the
data collection interviews it was found that students who did not greet as
lecturers seemed very busy, so shy to say hello, and others answered despite
not being busy, they were still shy and partly afraid to say hello. While the
most frequently used option of the students is SH and SC, then SL and SG. The
choice of this greeting form is understandable because lecturer is personally
worthy of respect and respect. Through his knowledge of science reach the
students, and with his knowledge he is a student to become a scholar or a doctor
and so on. Additionally, lecturers have the authority over the scores to be
gained and the scholarships to be acquired. This can be read in Figure 1 below.
Figure 1. Greeting Pattern of Students to Lecturers
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2) Greetings to Officers
Greeting patterns to officials or academic in different places and different
necesities can be infered from the context. First in KK, a greeting pattern when
students meet campus employees when going to cafe there are 9 shapes, but
their use appears to be dynamical. Appearing only a salient respectable
greeting used by students to greet officers/clerks. The rest are very few
variations of the greeting pattern that students use in the opening conversation.
It seems that all individuals are in a state of hunger. Therefore there are not
many variations of the form of greeting that students use.
When observed the pattern of student greeting in the PP area, the greeting
when the student met the library officer to inform that the book they were
looking for was not discovered or without them knowing that the student had
been fined, the greeting pattern seemed more varied.
3) Greetings to Head of Department
Greeting pattern used by students in the KJ area when meeting Head of
Department as they go through more dormitory offices, which are 12 forms.
Greetings used by students in this area are SPP, SKA, SN, SH, SBL, SOO,
SKS, TS, SK, SG, TM, and JK. If we examine the gesture pattern in this
domain, students are more likely to use SH. Interestingly, however, the second
option that the student uses is TM. Still in the KJ domain, the greeting pattern
when the student complains about the lack of complete college facilities, for
example, students do not find a place to throw trash, the passwords used by the
students are 9 forms, namely SKA, SH, SBL, SKS, TS, SC, SG, TM , And JK.
The most common form of student choice is SBL. But beyond estimates is the
next most preferred choice of students to choose JK. The next form used by
the students is SH. After that there are 3 forms that are almost the same as
students, TS, SC, and SG. There are 3 shapes that are less than 1% used by
students for word opener, namely SKA, SKS, and TM. Based on interviews
with students, the use of SBL forms is due to the lack of close contact between
students and head of the department. Therefore students prefer to use SBL The
JK option is used by students for two reasons only because they do not feel
that they have lived in KJ and because of the low concern of the students
towards their environment.
4) Greetings to Senior
The pattern of this greeting is happening in the PP domain, which is when
students meet with senior when looking for a book on KP. There are 12 forms
of greeting that students use when they meet their senior, namely SPP, SKA,
SH, SBL, SR, SKS, TS, SK, SC, SG, TM and JK. The most commonly used
forms of students in this domain are SH. Next students are more likely to use
SBL and SK. TM forms are also the choice of students in interacting with their
seniors. There are 5 forms of greeting below 1% used by students, namely SPP,
SKA, SR, SKS and TS. The most prominent forms are four, SH, SBL, SK and
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
TM. SK and TM are the choices of students because of their condition in the
library. So they do not want other students to be distracted by their voices, so
just smile or nod or not say hello to the students.
5) Greetings to Junior
The next greeting pattern is to junior in KF domain. In this study found
13 shouting shapes to open a conversation with their junior. The form is SKA,
SN, SH, SBL, SR, SKG, SKS, TS, SK, SC, SG, TM, and JK. Among all the
forms, the most commonly used students are SR, after which SN and SBL.
Meanwhile, four further forms of greeting are less than the% 1 used by the
students namely SKA, SH, SKG, SG.
After observing the pattern of students' imagination from the one who
has a strong force so that no power at all appears to be the choice of the gesture
of his gossip. It appears that the less power of the listener, the more freely the
passive behavior that the student uses to initiate the conversation.
CONCLUSION
All forms of greeting are adopted by students to greet colleagues on
campus. But there are some things that differentiate the form of a student
greeting. Overall the shape of SBL and SH is the most balanced and balanced
form used by students by the background domain of the use of the greeting.
The next shady form is SG and SC
In formal domains, students are more likely to use SBL than SH. In this
case, the language spoken by students tend to Bahasa Indonesia. However, in
the informal domain, SBL used by students, in addition to Indonesian, as well
as foreign languages and dialects Jakarta. The language of the foreign language
used by students is ‘Prend, Sister, Bro, Mom, dan Dad (Dady)', while the
dialect of the Jakarta dialect is used as "Om, Tante". In the informal domain,
students prefer to use " , Uda, Uni ". Almost no students use the "Prof. Dr."
greeting. This is because of being carried away from the primary school again,
in order to honor the teachers of all students accustomed to calling the Capital
and Father. But in the life of the children, the children are taught to greet others
with the greeting of 'Pak, Bu' so that if students or anyone respect and
appreciate others, they simply greet with the title of Ibuk for women and the
Father for men. But it will be different from the department And professionals,
such as the Rector, the Dean, the doctor (medical), the student or the other
academic are used to using the job for his greeting even though the 'Pak, Buk'
greeting is for him, such as Mrs. Dean, Mr. Rector, the doctor.
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REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
A Navis. 1984. Alam Terkembang Jadi Guru. Jakarta: Grafiti Press.
Akindele, F., 1990. “A Sociolinguistic Analysis of Yoruba Greetings”
dlm. African Languages and Cultures, 3: 1, hlm. 1–14. Capaian 10 April
2009, drp. Online. www.jstor.org, Taylor & Francis Ltd.
Aslinda, 2000. Kato Nan Ampek Tuturan dalam bahasa Minangkabau:
suatu tinjauan sosiolinguistik. Tesis Sarjana. Jurusan Sastra Indonesia
Universitas Gadjah Mada Yogyakarta.
Asmah Haji Omar. 2008. Ensiklopedia Bahasa Melayu. Kuala Lumpur:
Dewan Bahasa dan Pustaka.
Leech, G. 1993. Prinsip Pragmatik. Terj. Azhar M. Simin. Kuala
Lumpur: Dewan Bahasa & Pustaka.
Linda Thomas & Shan Wareing. 2007.. Bahasa, Masyarakat Dan
Kekuasaan. Penerjemah: Sunoto et.al. Yogyakarta: Pustaka Pelajar.
Normah Binti Ahmad. 2012. Permohonan maaf dalam drama Melayu
dan Jepun: satu kajian sosiopragmatik. Tesis Dr. Falsafah. Jabatan Pusat
Pengajian Bahasa dan Linguistik Universiti Kebangsaan Malaysia.
Soesono Kartomihardjo. 1988. Bahasa Cermin Kehidupan Masyarakat.
Jakarta: Departemen Pendidikan dan Kebudayaan Direktorat Jenderal
Pendidikan Tinggi.
Wardhaugh, R. 2006. An Introduction to Sociolinguistics. Edisi ke-4
USA: Blackwell Publishing.
46
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Transitivity in Kaba: Puti Nilam Tjajo Dengan Dang
Tuanku Gombang Alam
Ayendi
Faculty of Humanities Andalas University
Abstract
The purposes of this research were to describe the transitivity that reveals
experiential function interpreted by the process, participant, and circumstance types,
and to find the reasons for the most dominant of the process, participant, and
circumstance types to be required. The kind of this research was qualitative
descriptive helped with a statistic. The data were all of the simple clauses of kaba PD
manuscript. The method of collecting the data was an observational method. The
method of data analysis dealing with transitivity used the combination of
distributional and identical methods that refer to LFS analysis model. The method of
reporting the results of data analysis used the informal method. The findings were,
first, the most dominant process type was a material process. That fact was caused by
kaba PD is characterized into narrative genre text. Second, the type of participant
that was more dominant was non insane. That fact was caused by the language in
kaba PD favors with symbols. The role of the participant that was the most dominant
is carrier-attribute for the relational process. That fact was caused by other processes
often do not require participant I with participant II simultaneously. Third, the type
of circumstance that was the most dominant is location. That fact was caused by kaba
PD is about past activities or events that they require circumstances of location and
time to go on the activities or events.
Key Words: transitivity, kaba
INTRODUCTION
The Systematic Functional Linguistic Theory (LFS) was developed by
Halliday. The LFS theory has the implications of a functional approach to
grammar. LFS specifies that language has three functions in human life, that is
to describe the ideational function, interpersonal function, and textual function.
These three functions are called language metafunctions. The meaning of
experience (ideational) is expressed through transitivity, with the choice of the
type of process that implicates the role of participants and circumcision.
The concept of processes, participants, and circumstances is a function
label that explains in general how the phenomena of experience of the world
are described as linguistic structures. The processing element is a mandatory
component, while the circumstantial element is an additional option of the
clause. Participants are entities embedded in the process. Each type of
experience of the clause has at least one participant and the other type has more
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than three participants (Halliday and Matthiessen, 2004: 175; Halliday, 1985:
102).
Furthermore, LFS theory has an advantage over other theories or
linguistic schools in three respects, firstly its pedigree in the social context of
language study, both the balance of form study and the meaning of language
and the three focuses of its study on text or discourse. With these three
advantages, LFS is a transdisciplinary theory that can be used to describe and
become intruders to various studies and usage of language in other fields. If
enrolled more than 20 fields of application, such as newspapers, political
speech, legal language, law, language teaching, translation, therapy, medical,
literary criticism, radio broadcasting, advertising, debate, and so forth. LFS is
now worldwide with an indicator of the number of publications, the excellent
LFS website, which can be downloaded at http: www / wagsoft / com /
Systemics / and LFS conferences around the world.
Transitivity is the object in the title of this study. As for the data
in this study is the data writen text script kaba Minangkabau Puti Nilam Tjajo
with Dang Tuanku Gombang Alam composed by Sjamsuddin Sutan Radjo
Endah. The text is abbreviated kaba PD. Based on the research of sociology
literature review conducted by Fatma (2009), it is concluded that kaba PD
describes the reality of the social condition of Minangkabau society which is
full of problems related to the magical matter. This magical issue relates to the
routines and actions taken by the community towards the events they
experience.
In general, kaba is a type of traditional Minangkabau literature in the
form of rhythmic narrative prose and is a long story. Kaba in the process of
literary life in Minangkabau experienced three stages of development. In the
early stages, kaba is delivered from the mouth of kaba's teller to the listener.
Like oral literature, kaba is memorized and sung by the kaba’s teller to the
listener. Before written in Latin letters. Kaba is written in the form of
manuscripts (handwriting) that use Arabic-Malay letters. This stage
characterizes the second stage of kaba's existence in Minangkabau. Kaba
printed in the form of a book is the third stage of kaba's life in the existence of
Minangkabau literature. Based on these three stages, there is a shift kaba which
formerly lived among the community and belongs to the community as solace,
is now almost experiencing extinction. It is necessary to deep appreciation to
those who have recorded kaba text in printed version so that its preservation
can be maintained.
There are two reasons why kaba PD needs to be studied and studied
seriously in the LFS theory perspective. First, information on linguistic
research applying LFS theory, especially transitivity to analyze kaba,
especially kaba PD, does not yet exist. Previous research is generally intended
to express the meaning of literary works through the disclosure of
abbreviations of story content, themes, mandate, and analysis of cultural values
contained in kaba. Second, the existence of symptoms of decreased presence
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
of speakers and enthusiasts kaba as a cultural heritage in the midst of
Minangkabau society, especially among the younger generation. If this
phenomenon is allowed to continue, it is not impossible, at some point kaba
will disappear and Minangkabau society in the future will not know it anymore.
Thus, the precious values contained in the kaba disappear, can not be
developed and utilized for future life. It is certainly a loss, not only for the
people concerned but also for the Indonesian nation.
One effort to find out information about transitivity system in kaba,
especially kaba PD, and preserve kaba Minangkabau in Indonesia is by doing
research using the theory in kaba, especially kaba PD. The specific objectives
of this research are (1) to analyze the transitivity to know the type of process,
the type, and role of the participants, and what type of circumcision is most
dominant in Kaba PD; (2) describe the reasons for the transitivity cultivation
realized by the type of process, the type and role of the participant, and the
circumstantial type in the Kaba PD.
METHOD
Research on transitivity in kaba PD is a descriptive qualitative research
assisted by simple descriptive statistics in the percentage of use of the elements
of the problem studied. In relation to the descriptive statistical data used, Givon
(1985: 10-11) argues that examining the text and functional distribution of
various structures within the text may involve quantification and statistical
analysis.
Data in this study are all simplex clauses or equivalent categories
describing the experience termed as ideational function contained in kaba PD.
The substantive source of data of this research is writen text script of kaba PD.
As for the locational source of this research data is kaba PD composed by
Sjamsuddin Sutan Radjo Endah.
The method used in collecting the data is the observational method. The
basic technique for collecting data is by reading and taking into account all
written speech data contained in kaba PD. The advanced technique in
collecting data is done technique note.
The method of data analysis in this study relating to transitivity used a
combination of distributional method and method of referential identity
(Sudaryanto, 1993) both of which refer to LFS Halliday analysis model. The
original method is the part of the language in question. The technique of the
distributional method used is the technique for the direct element or technique
of BUL. So called because the method used is to divide the lingual unit data
into several parts or elements. The basic technique of the method used is the
technique of deciphering elements or techniques PUP technique. The tool is a
referential mental reference that is owned by researchers to divide the lingual
unit into several types.
Referring to LFS's approach to grammar and discourse put forward by
Saragih (2002: 48-50), clauses as texts can be divided or sorted according to
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their functional label components into the process, participant, and
circumstantial types. To determine whether a process is a material process or
not a material is used a contextual test by looking at the semantic or syntactic
nature of the process.
RESULTS AND DISCUSSION
Based on the analysis of transitivity realization that has been done, it can
be obtained the results of the frequency distribution (1) type of process, (2) the
type and role of participants, and (3) the circumstantial type. Table 1 below is
the distribution of process-type frequency distribution (material, mental,
relational, verbal, behavior, and form) obtained from data analysis in kaba PD
consisting of 3,151 simplex clauses.
Table 1. Results of process frequency distribution
No.
1
2
3
4
5
6
Process Types
Material
Mental
Relational
Verbal
Behavioral
Existence
Total
amount
1.351
376
949
260
151
64
3.151
Percentage
42,9 %
11,9%
30,1%
8,3%
4,8%
2%
100%
Based on table 1 it can be seen that in kaba PD which as whole consists of
3.151 simplex clause tends to have the most dominant requirement level for
the material process, that is 42,9% (1,351). After the material process, this kaba
PD also has the second dominant need level of the process type ie the relational
process with the 30.1% percentage (949). The level of the requirement of third,
fourth, fifth and sixth successive process type, ie mental process 11,9% (376),
verbal process 8,3% (260), behavioral process 4,8% (151), and 2% existential
process
(64).
The number and percentage of the needs of the type of material process
as shown in Table 1 when compared with the other five types of processes, the
material process is the most dominant, ie 42.9% or less half of all process types
in kaba PD. Verbs or verbs of the material process used in the kaba PD include:
mandi, mambao, balaia, dikumpa, datang, masuaklah, bakibaran,
mananti, disonsong, manamui, maratjak, tibo, dikirim, tabang,
malarikan, naiklah, mandjapuik, babarih, kalua, dibunuah, hinggok,
djatuah, mandjua, mambalah, dimakan, mantjari, masuak, dipungkang,
dibae, balari, diburu, dikabek, dibasuah, tasanda, ditangkok, dapek,
tabao, basalin, pulang, suruik, badiri, and etc.
Some examples of findings as representations of the realization of the material
process in kaba PD can be illustrated in Figures 1 below.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
1. Tabanglah pipik duo tigo
Terbanglah pipik dua tiga
‘Terbanglah dua atau tiga ekor pipit’
'Fly two or three sparrows'
Tabanglah
Pro: mat
pipik dua tiga
Actor
2. Kapa balaia ka Bangkahulu
Kapal AKT-layar ke Bangkahulu
‘Kapal berlayar ke Bangkahulu’
'Sailing ship to Bangkahulu'
Kapa
Goal
Balaia
Pro: mat
ka Bangkahulu
Sirc: Location: Place
The material process clauses in Figure 1 appears to be realized by verbs
or verbs of tabanglah and balaia. Both of these verbs in the column
immediately below them are labeled the Process Materials function. Both of
these action verbs relate to the actual activity or physical activity of the actors
so that it can be observed with the senses.
The results of the participant type (human/non-human) analysis obtained
from the overall 3,256 participant type of nature in Kaba PD can be made the
statistical picture as in graph 1 below.
Human
35%
non
human
65%
Figure 1. The results of the analysis of participant type properties
Figure 1 illustrates that in the kaba PD which is composed entirely of 3,256
participant characters, tends to have a more dominant level of need for the
participant type of non-human or non-human nature (2,101 participant
properties). This type of non-human participant in the kaba PD as a whole is
manifested by circumcision, metaphorical, concrete, animal and plant.
The results of participant that play a role or called participant I, and
participants who take part in the process or called participants II of the six types
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of processes (Actor-Goal, Sensor-Phenomenon, Carrier-Attribute, TokenValue, Possessor-Possession, Sayer-Verbiage, behaver, and Existence) can be
seen the distribution of the frequencies of its appearance simultaneously in
kaba PD contained in 1,022 simplex clauses as shown in table 2 below.
Table 2: Results of participant role analysis
No.
1
2
3
4
5
6
7
8
Participant Role
Actor-Goal
Senser-Phenomenon
Carrier-Attribute
Token-Value
Possessor-Possession
Sayer-Verbiage
Behaver
Existent
Total
Amount
50
43
508
219
82
15
65
40
1.022
Percentage
4,9%
4,2%
49,7%
21,4%
8%
1,5%
6,4%
3,9%
100%
Based on the results of the frequent distribution of table 2, it can be explained
that the overall role of participants in kaba PD contained in 1,022 simplex
clauses tends to have the most dominant level of need for the role of CarrierAttribute participants 49.7% (508). After Carrier-Attribute, this kaba PD texts
also have a second dominant need level for the Token-Value participants role
of 21.4% (219). Furthermore, the level of needs of the relatively small
participant roles ranging from big to small is Possessor-Possession 8% (82),
Behaver 6.4% (65), Actor-Goal 4.9% (50), Senser-Phenomenon 4.2% (43),
Existent 3.9% (40), and Sayer-Verbiage 1.5% (15).
The results of circumstantial type analysis consisting of (Extent,
Location, Manner, Cause, Environment, Accompaniment, Role, Matters, and
Viewpoint) obtained in kaba PD consisting of 1431 circumstance, can be seen
distribution distribution frequensinya in table 3 below.
Table 3. Results of circumstantial type analysis
No.
1
2
3
4
5
6
7
8
9
Circumstantial types
Extent
Location
Manners
Cause
Environment
Accompaniment
Role
Matters
View point
Total
Amount
162
685
352
56
28
104
34
3
6
1.431
52
Percentage
11,3%
47,9%
24,6%
3,9%
2%
7,3%
2,4%
0,2%
0,4%
100%
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Based on table 3, it can be understood that in the overall Kaba PD consisting
of 1,431 circumstances, tends to have the most dominant level of need for the
Location type 47.9% (685). After Location, this kaba PD also has a second
predominant level requirement for the circumstantial type of Manners that is
24.6% (352). Furthermore, the level of needs of relatively small participant
roles ranged from large to small, ie Extent 11.3% (162), Accompaniment 7.3%
(104), Cause3.9% (56), Role 2.4% (34), and Environment 2% (28). The
circumstantial type whose level of demand is very small is less than 1% so it
is not visible in graph 6 above, respectively from a large viewing angle of View
point 0.4% (6), and Matters 0.2% (3).
Based on the summary of the results of the previous analysis it can be
seen that in the kaba PD which as whole consists of 3.151 simplex clauses
tends to have the most dominant level of demand for the material process type
is 42.9% (1.351). The reason why the type of material process has the most
dominant level of need is that kaba PD has a narrative story or type of genre,
which is about events or events in the past which, of course, in the clauses
contained in the kaba PD are most dominantly realized with the word Work or
action verbs.
The findings on the reasons for the above-mentioned type of material
process nominations are also supported by Knapp and Watkins (2005: 221) on
the grammatical features of the narrative genre, which states 'When sequencing
people and events in time and space, narrating typically uses action verb ...'.
Knapp and Watkins (2005: 221) states that when composing or perpetrating
the perpetrators with activities or events, which in the event there is a
description of time and space/location, then typically the verb or verb used in
the narrative genre is the action verb or equivalent is called the material
process.
A summary of the previous graph shows that in the overall Kaba PD
consisting of 3,256 participants nature tends to have a more dominant level of
need for the participant type of non-human or non-human nature (65%) when
compared with human or human (35%). From the analysis conducted on Kaba
PD to find the reason of the nominality of the participant type of non-human
nature, three findings were obtained. First, in kaba PD there are other main
literary forms such as parables, pantun, talibun, and petitih. In the parable,
pantun, talibun, and petitih-petitih are generally found participants of nonhuman nature. Secondly, in kaba PD, based on the findings of the type of
process in Table 1 it is known that 30% of the types of processes are relational,
which is at the second level after the material process. In general, the
participants of this non-human nature are found in relational process clauses,
which characterize or identify one entity with an intention or another
environment in intensive, circumstantial, and proprietary relationships by
means of identification and attributes. Third, the language style in kaba PD is
full of symbols. His style is not the same as the language used in everyday life
by members of the Minangkabau community. Kaba PD language style is also
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different from the language styles contained in the Indonesian literary works,
newspapers, and magazines. The symbols are generally realized by participants
of non-human nature.
The results of the analysis in Table 2 on the role of participants are
contrary to the results of the analysis in Table 1 on the type of process. The
analysis of the dominant type of process in kaba PD shows the most dominant
level of need in the material process, whereas the analysis of the dominant role
of participants is the Carrier-Attribute which is the role of participants in the
relational process rather than the Actors-Goals for the material process.
Based on the analysis performed in kaba PD, the role of the Carrier –
Attribute participant becomes dominant because of the participant's role. The
perpetrator often does not require the role of the Gol participant, and the role
of the Gol participant often does not require the Performer. Likewise, for
mental and verbal processes, the two often do not require consecutive
participant roles of Fenomenon and Words, nor are the two processes often
requiring participant I roles in a row for the Sensor with the Speaker. This is
because the kaba language pattern is not like the Minangkabau language in
general, which consists of gatra-gatra (sentence fragments) with the number of
syllables that are relatively fixed and short so that the consistency of the
syllables is what allows the rhythm in the kaba language. The roles of
participants I and II such as Actors, Sensers, Sayers, Behavers, Goals, etc. are
usually known from the context as mentioned at the beginning of each section
of the gatra.
The result of the analysis of the reason for the circumstance type of the
location in Kaba PD is because kaba PD has a text type of past activity/event,
which of course requires interpretation or description of the nature of the nature
of the activity or event, which is realized by the circumstance of the location
consisting of place and time . Even one subtype of the circumstance of a
location, such as just place or time alone, has the most dominant level of need
when compared to other circumstances.
CONCLUSION
The findings of the reason for the above-mentioned circumstantial type
of Location are also supported by the opinion of Knapp and Watkins (2005:
222) which states "Formally, narrative sequences of people/characters in time
and space." Perdapat Knapp and Watkins (2005: 221) , The type of narrative
text composes or specifies the person or character in the description or
circumstances of time and place or space.
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Bakar, Jamil dkk. 1979. Kaba Minangkabau. Jakarta: Pusat Pembinaaan
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Bloor, Thomas dan Merier Bloor. 1995. The Functional Analysis of
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Guide. Sidney: Macquarie University.
Chandler, Daniel. 2002. Semiotics: The Basics. London: Routledge
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Eggins, Suzanne. 2004. An Introduction to Systemic Functional
Linguistics. New York. London: Continuum
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Ferguson, Alison dan Julie Thomson. 2011. “Systemic Functional
Linguistics and Communication Impairment”. dalam Ball, Martin J.
(Eds). The handbook of Clinical Linguistics. Willey-Blackwelll.
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Knapp, Peter dan Megan Watkins. 2005. Genre, Text, Grammar.
Australia: UNSW Press.
Litosseliti, Lia. 2010. Research Methods in Linguistics. London and New
York: Continuum.
Mahsun. 2005. Metode Penelitian Bahasa: Tahapan Strategy, Metode,
dan Tekniknya. Jakarta: PT Raja Grafindo Persada.
Martin, J.R. 2001. “Cohesion and Texture”. dalam Schiffrin (Eds). The
Handbook of Discourse Analysis. Blackwell Publishing.
Nadra. 2010. Bahasa dan Teknik Penulisan Karya Ilmiah & Surat Resmi.
Padang: Andalas University Press.
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[21] Pardiyono. 2007. Teaching Genre-Based Writing. Yogyakarta: Penerbit
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[22] Pusat Bahasa Departemen Pendidikan Nasional. 2009. Kamus Bahasa
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[23] Saragih, A. 2002. Bahasa dalam Konteks Sosial. Pendekatan Linguistik
Fungsional Sistemik terhadap Tata Bahasa dan Wacana. Medan:
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[26] Sudaryanto. 1990. Aneka Konsep Kedataan Lingual dalam Linguistik.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Playing with Politeness in Economic Journals: The
Strategy Used by Authors to Bring about Solidarity
and Respect
Budianto Hamuddin1, Dahler2 and Jeni Wardi3
1
Dept. of English Education, Universitas Lancang Kuning, Indonesia,
budihamuddin@unilak.ac.id
2
Dept. of English Education, Universitas Lancang Kuning, Indonesia,
dhlr_ikh@yahoo.com
3
Dept. of Economic & Accountancy. Universitas Lancang Kuning Indonesia.
wardi_jeni@yahoo.com
Abstract
This study tries to analyse the dominance strategy of politeness used by authors to
bring about solidarity and respect in selected economic journals. The corpus consists
of 78.064 words from 12 different articles from one reputable Economic journal in
the United States namely the Economic Growth Journal (EG). The data were taken
from six years latest where this study conducted in 2012. The conceptual framework
of the present study based on the politeness theory by Brown and Levinson (1978)
alongside the application onto scientific writing by Myers (1989) and persuasive
tactics proposed by Mulholland (1994). This study calculated in a total of 591 times
the authors employ the tactics to maintain solidarity and respect in their articles.
Positive politeness strategies seem to be the highest frequency (258 times) than the
other three strategies. The data also reveals that EG authors have used eight tactics
in this strategy and it seems the three most used tactics was; by using in-group identity
marker (62 times), using an in-group pronoun (59 times), and by informing readers
about their research (40 times). This study clearly sees that the strategies and tactics
employ by the authors in EG journal has a purposes to bring about solidarity and
respect used by EG authors in their articles somehow used to reach the demands of
the academic discourse community that expects scientific language to be objective
and formal however not losing its intimacy with the economic community members
and this is seems in line with the nature of positive politeness strategies.
Keywords: politeness, strategy, economic, solidarity, respect.
INTRODUCTION
The study of politeness strategies has become one of the most active
areas of research in the area of discourse both in spoken and written. This
phenomenon began rises when Goffman published “On face work” in 1955
then followed by Myers in 1989 when he published his article, “The
Pragmatics of Politeness in Scientific Articles”, and found that the model
proposed by Brown and Levinson (1987) could also be applied to interpret the
culture of scientific writing.
Since then, many scholars have extended the concept of politeness
strategies onto written discourse such as on current research issues (Kasper,
1990), business letters (Maier, 1992), written business discourse (Pilegaard,
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1997), scientific texts (Kwok, 1997), persuasion in writings (Cherry, 1988),
thesis writing (Faridah Mohd. Noor, 2000), research articles (Dahl, 2008),
blogs (Thayalan, 2011), Economic Journals (Hamuddin: 2012).
The present study is interested in studying the positive politeness
strategies in economic journals. What makes economics special and selected
to be analysed in this study, Holmes (2001), mentioned the economic field is
prototypical of the social sciences which combine both science research issues
related to human behaviour and science of mathematical economic models.
Dahl (2009: 2) stressed in his article that economic writing is a combination of
“soft” science research issues related to human behaviour and the “hard”
science of mathematical economic models. Moreover, this study has chosen
to explore economic journals to explore the dominance strategies or the most
used tactics of politeness to bring about solidarity and respect among authors
and readers in the economic community.
Politeness Strategy in Economic Articles
Since the early 1980s, the discussion of various controversial issues in
the economics discourse community has led to increasing debate among
concerned economists about the ways that they communicate with each other,
as well as with non-economists. This debate has been vigorous and has also
influenced the direction and nature of the research into economics discourse
by linguists.
Economists’ assessments of their discourse have contributed to a
growing awareness by many that the ways they communicate their ideas in
economics do not accurately correspond to the ways they actually “do”
economics. The debate leads to asserts that economists have two attitudes to
their discourse, termed the "official and unofficial, the explicit and implicit."
The explicit official attitude (rhetoric) reflects a scientific methodology which
is "modernist", that is, a modernism which consists of "an amalgam of logical
positivism, behaviourism, operational, and the hypothetic-deductive model of
science" (Mc.Closkey: 1986; Gal, 1989; Henderson : 1986; Mauranen:1993;
Tadros:1985; Allen & Pholsward: 1988) and Cameron: 1991).
However, most of the scholars above shared similar view that
economists, along with other academic writers, use linguistic and rhetorical
devices to persuade readers of their point of view and that there is an
intellectual hesitancy to see the use of such devices as acceptable within the
conventions of the scientific methods. Therefore this study is on the right track
by using the concept of politeness based on Brown and Levinson's classical
politeness theory (1978, 1987) alongside Myers (1989) and Mulholland’s
(1994), this theory will enlighten major concept of politeness theory as an
arrangement of politeness used by author of EG journal.
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METHODOLOGY
Classical politeness theory proposed by Brown and Levinson (1978)
alongside two others studies namely; politeness in scientific articles by Myers
(1989) and Mulholland’s (1994) compilation of persuasion tactics. These three
studies were used dynamically to explain the strategies and tactics found in
Economic Growth (EG) journal.
A quick observation on three randomly chosen university libraries and
internet search indicated that there is a wide range of economic journals. These
cater specifically for specific fields of economy, such as management, human
resources, marketing and so forth.
However, following two interviews
conducted with two senior lecturers (one Associate Professor and one head of
department) from the Faculty of Economy, University of Malaya, it was
suggested to focus on journals published by the economic association.
Therefore, this study selected Economic Growth which is published by the
American Economic Association.
RESULT
This section presents the findings based on the analysis of politeness
strategies in EG. The analysis explored 78.064 words from 12 articles from
time to time (span six years) as the corpus of this study. The data calculated
EG authors have explicitly used four strategies namely, positive politeness,
negative politeness, bald-on-record, and off-record politeness strategy. The
corpus also recorded that EG authors were employed 591 politeness tactics.
The table below showed us that positive politeness came out to be the
dominance strategy among others with eight tactics and 285 times are being
used in EG.
Table 1: Choice of Politeness Strategies
Tactics
Economic Growth (EG)
Quantities
Percentage(%)
1. Positive Politeness
8
258
53.31
2. Negative Politeness
4
249
51.45
3. Bald-on Record
2
56
11.57
4. Off-Record
Total
2
16
28
591
5.78
100%
Politeness Strategies
EG authors were found employ 591 politeness tactics with eight (8)
tactics to be polite in the writing of economic journals. Even though these eight
tactics distributed almost in every section of the journal somehow, in the
introduction, methodology, and result seems to be the most favourite sections
for the authors to employ the positive politeness as seen in table 3.2 below.
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Table 2: Distribution of Positive Politeness Strategies in EG
The analysis of the corpus revealed in a total of 258 times in EG journal.
It consisted of 8 different tactics in this strategy, and it seems three most used
tactics were; by using in-group identity marker (62 times), using an in-group
pronoun (59 times), and by informing readers about their research (40 times)
as seen in table 3.2 below:
Table 3.2: Positive Politeness Tactics in EG
No
Tactics
Frequency
Percentage (%)
1
2
3
4
5
6
7
8
1
by using in-group identity marker
by using the in-group pronoun
by informing readers about their research
by sharing a similar view
by giving reasons
by acknowledging the contribution of others
by showing humility
by sharing the emotional response
TOTAL
62
59
40
37
23
22
9
6
258
20.37
19.34
13.11
12.13
7.54
7.21
2.95
1.96
100%
As seen in Table 4.2, a total of 258 positive politeness tactics were found
in the EG corpus. The top three tactics employed are by using in-group identity
marker (20.37 %), followed by using an in-group pronoun (19.34%) and by
informing the readers about the research (13.11%).
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Tactic 1: By using in-group identity markers
The tactic is the most used tactic by EG’s author in this study. It is found
that they used this tactic to indicate group membership and to bring about the
elements of closeness to show solidarity as well as to close the distance
between author and readers. These tactics according to Brown and Levinson:
1978; Myers: 1989) allowed the authors convey in-group membership and
they include in-group usage, address forms of intimate terms, technical terms,
jargons or slogan
(1) … thus producing big equivalent ad valorem rate changes, that is, big
changes in percentage rate.
(EG-04/01/met. p.8)
(2) Since the inclusions of initials GDP per capita in a dynamic panel can
lead to biased coefficients (Nickell, 1981), we also provide a consistent
specification that uses lagged GDP per capita as an instrument
(EG-04/01/dis. p.12)
(3) We can construct; the ratio of agricultural prices to the economy-wide
labor supply (LANDLAB); the ratio of agricultural land the economy
to industrial prices (PAM); the ratio wages rates to farm land rents
(WR); total factor productivity in agriculture (TFPG); and labour
productivity in manufacturing (INDPROD)
(EG-05/02/meth
p.11)
As seen in Examples (1-3), authors used technical terms such as ‘ad
valorem, GDP per capita, LANDLAB, PAM, TFPG and INDPROD’ as a way
to inform others, using shared knowledge among the economists. Technical
terms are usually understood by people in specific research areas; this could be
seen as a politeness tactic. It concurs with the work of Mulholland (1994),
who state that author can be viewed as being polite when they use technical
terms to indicate in-group identity markers.
Tactic 2: By using in-group pronouns
According to Myers (1989), in-group markers such as pronouns are used
to show solidarity with scholars, researchers and people in the scientific
community. In this study, it was found that author use pronoun such as “we,
us, our” to express that the writers do not stand alone but as an extended
family. The following Example (4) shows the case.
(4) ...The conventional approach to these question is driven by what we
might call the ‘fundamentals’ view of the world.
(EG-07/04/intro p.2)
In Example (4) author used the pronoun ‘we’ that appears to represent
‘everyone’ in the economics. The use of the pronoun ‘we’ appears to show
that author are in solidarity and are in the same position with the others, in
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addition to standing as an extended family. Thus, it was possible for an author
to mitigate any claims they make in the article.
In the following Examples (5-7), author uses the pronoun ‘our’ and ‘we’
to represent themselves and their co-researchers:
(5) Our approach has a different micro foundation than either of these and
yields an empirical examination that is much more fine-grained.
(EG-07/04/intro, p.3)
(6) To check the robustness of our findings against these concerns, we have
also constructed our measures with the World Trade dataset which….
(EG-07/04/meth, p.11)
(7) This allows us to study the extent to which the VRS model…
(EG-06/03/intro, p.6)
As is seen in Examples (5-6) author used the pronoun ‘our’ and ‘we’ that
represent themselves and their co-researchers. Also, in Example (7) author
used the pronoun ‘us’ to also represent the esoteric audiences. This shows that
author could mitigate any claim they make in their criticism while minimizing
the FTA by including themselves in the criticism. Thus this can be viewed as
a politeness tactic that brings about solidarity.
Tactic 3: By informing readers about their research
It is found that author used this tactic to inform readers on the possible
contributions to economics, the strength of their study and steps taken by the
researchers in conducting their studies. In the following Examples (8-9), the
author informed readers about the possible contributions of their study:
(8) These papers offer explanations based on changing export market
growth or transportation cost decline.
(EG-04/01./abs, p.1)
(9) We present in this paper a complementary argument that emphasizes
the idiosyncratic elements in specialization patterns. . .
(EG-04/01./intro, p.1)
Examples (8-9) above shows author used phrases such as ‘These papers
offer explanations’ and ‘We present in this paper’ as a way to inform others of
the strengths and the possible contribution of the study. It concurs with the
work of Myers (1989) and Mulholland (1994), who stated that writers could
be viewed as being polite when they inform readers of the strengths,
advantages or the possible contributions of their study.
The study found that author also informed readers about the strengths of
their research. This could also be viewed as a politeness tactic as revealed in
Example (10):
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
(10) This paper exploits recently-collected data documenting relative factor
price trends over the very long run and points out that there was another,
equally radical structure break which occurred in north-west Europe. . .
(EG-05/02./intro, p.1)
In Example (10) author informed readers of the strength of the paper as it
‘exploits recently-collected data’ and ‘points out' something which could
satisfy the positive face of the readers. The data also revealed that author
informed readers of the steps taken in their studies. It can also be viewed as
positive politeness as this could satisfy the curiosity of readers of the steps
taken in collecting data. In Example (11), the author informs readers of the
steps taken in their study:
(11) We also include human capital as a regressor, since it plays a role in
our theoretical framework. We add the (physical) capital-labor ratio
and a rule of law index as well to account for neoclassical explanations
for economic growth. Finally, we show both OLS and IV result.
(EG-07/04./meth, p.18)
In this Example (11) author explained the details of their study by informing
the steps taken in their study such as ‘We also include human capital as a
regressor’ and ‘We add the (physical) capital-labor ratio and a rule of law
index. .’. This tactic could be seen as a politeness tactic as it allows the author
to guide readers to the methodology of the study.
CONCLUSIONS
This study found that all four strategies of politeness seem have been
employ by the EG journal authors in their articles. However, positive
politeness seems become the most dominance strategy in were employed the
pattern of use reflects the preference of certain politeness strategies over others
with the purpose. Quantitative data showed that EG journal authors employed
more positive politeness strategies in 8 different tactics. These tactics
distributed in almost every section of the article.
Furthermore, this study realized in the use of positive politeness in EG
appeared to be intended showing professionalism in their writing without
losing the sense of intimacy. Moreover, it is important to note also that positive
politeness strategy becomes more and more effective dominance to use as its
nature to create direct and efficient sentences in the journals. This study
underlined that every tactic in positive politeness employ to create a friendly
atmosphere and to mitigate the impact of imposition in economic journals.
Finally, this section leads to highlights the findings that positive politeness
leads regarding frequency and number of tactics used. However, the result of
the present study as mention above also showed that there are only small
differences in the use and production of positive politeness strategies in
Economic Growth (EG) compare to the other three strategies namely Negative
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politeness, bald-on record as well as off-record politeness strategies, therefore,
every tactics or strategy that can be used to employ to create a friendly
atmosphere in journal can be used.
REFERENCES
[1]
[2]
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Allen, P and R. Pholsward. 1988. The development of a diagnostic
reading test for EAP students of economics, in M. L. Tickoo (ed.) ESP:
State of the art. Anthology Series 21, SEAMO Regional Language
Centre, Singapore, 58-7
Budianto Hamuddin. 2012. A Comparative Study of Politeness
Strategies in Economic Journals. Master Thesis. Kuala Lumpur:
University Malaya
Brown, P., & Levinson, S.C. 1978. Universa.ls in language usage:
Politeness Phenomena. Cambridge: Cambridge University Press.
Brown, P., & Levinson, S.C. 1987. Politeness: Some universals in
language usage. Cambridge: Cambridge University Press.
Cameron, Maxwell A. 1991. Canada in Latin America. In Fen Osler
Hampson & Christopher J. Maule (Eds.), Canada among nations 199091: After the Cold War. pp. 109-123. Ottawa: Carleton University Press.
Cherry, Roger D. 1988. Politeness in Written Persuasion. Journal of
Pragmatics, vol.12, pp.63-81.
Dahl, T. 2008. Contributing to the academic conversation: A study of
new knowledge claims in economics and linguistics. Journal of
Pragmatics, vol.40, pp.1184-1201.
Dahl, T. (2009). The linguistic representation of rhetorical function: A
study of how economists present their knowledge claims. Written
Communication, 26(4), 370-391.
Faridah Noor.Md.Noor. 2000. Persuasion in Thesis Writing.
Unpublished Ph.D Thesis. University of Malaya.
Goffman, Erving.1955. On Face-work: An Analysis of Ritual
Elements of Social Interaction. Psychiatry: Journal for the Study of
Interpersonal Processes 18(3), 213-231. Reprinted in Goffman (2005,
pp. 5–46)
Henderson, W; A. Dudley-Evans and R. Backhouse. (eds.) (1993)
Economics and Language. Routledge, London
Holmes, R. 2001. Variation and text structure: The discussion section
in economics research articles. I.T.L. Review of Applied Linguistics,
131-132, 107-137.
Johnstone, B. 2002. Discourse analysis. Oxford: Blackwell.
Kasper, Gabriele. 1990. Linguistic politeness: Current research issues.
Journal of Pragmatics 14: 193–218.
Kwok, Kee Wei. 1997. Politeness in scientific text. Hongkong.
University of Hongkong Press. Lakoff, Robin. 1973. The Logic of
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Universitas Andalas, August 24, 2017
[16]
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Politeness; or, Minding Your P’s. in Papers from the Ninth regional
Meeting of the Chicago Linguistic Society, 292-305. Leech, G.N. 1983.
Principles of Pragmatics. London: Longman
Maier, Paula. 1992. Politeness Strategies in Business Letters by Native
and Non-native English Speakers. English for Specific Purposes, vol.11,
pp.189-205.
McCloskey, D. 1986. The Rhetoric of Economics. Brighton: Wheat sheaf
Books.
Mullholland, Joan. 1994. Handbook of Persuasive Tactics. A practical
language guide. London and New York: Routledge.
Myers, Greg. 1989. The Pragmatics of Politeness in Scientific
Articles. Jurnal of Applied Linguistics, vol.10. no. 1. Oxford University
Press.
Pilegaard, Morten. 1997. Translation of medical research articles. In
Text Typology and Translation, Trosborg, Anna (ed.), 159 ff. Rotenberg,
1991: Winkler and McCuen (1994)
Tadros, A. 1985. Prediction in Text. ELR Monograph, No. 10
Birmingham University.
Thayalan, Xavier. 2011. Social Networking Strategies and Tactics
Among Tertiary Students Bloggers. Unpublished Ph.D Thesis. Kuala
Lumpur: University Malaya
Watts, Richard J., 2003. Politeness. Cambridge University Press,
Cambridge.
AUTHOR’S BIOGRAPHY
Budianto Hamuddin, M.Esl is a lecturer from English Department in the
Faculty of Education and Teachers Training at the Lancang Kuning University,
pekanbaru Indonesia. He was graduated from University of Malaya, Kuala
Lumpur at the Faculty of Language and Linguistics.He has published many
papers on the area of English Language Teaching (ELT). His interest area
covers Discourse Analysis, Semantic, CMC and CALL.
Dahler, M.Pd is a senior lecturer at the English Department as well as the
Dean in the Faculty of Education and Teachers Training, Lancang Kuning
University, Pekanbaru Indonesia. Currently He was graduated from Padang
State University in west Sumatra Indonesia. He has published many papers on
the area of English Language Teaching (ELT). His interest area covers
Receptive Skill in English, and CAR.
Dr. Jeni Wardi, is an economist as well as private accountant for more than
10 years. He is also a senior lecturer at the Accountancy department as well at
the Faculty of Economic, Lancang Kuning University, Pekanbaru Indonesia.
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Currently He was also the Director of Community service in the Institute of
Research and Commmunity Service UNILAK. He graduated from University
of Riau in Indonesia. He has published many papers on the area of Economic
and Accountancy. His interest area covers Accountancy, Micro finance, and
Public transparency.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Speech Verb in Japanese Idiom
Darni Enzimar Putri
Andalas University, West Sumatera,
enzi.sajefib.unand@gmail.com
Abstract
The speech verb in the Japanese idiom used in this paper is limited to Japanese idioms
that use the name of the parts of the body. This research is descriptive qualitative,
and the data are taken from library research. This aim of this study is to reveal the
semantic prime and semantic structure of speech verbs in Japanese idiom by using
the theory of Natural Semantic Metalanguage (Goddard and Wierzbicka, 2014). The
method used in collecting the data is an observational method with tapping techniques
as the basic technique andnote taking technique as the advance technique. To express
the semantic prime of verb speech, the data analyzed by applying distributional
method withform changing technique and insertion technique. Furthermore, the
distributional method with paraphrase technique is used to formulate the semantic
structure of idiom of the Japanese language. The results show that the semantic
structure of Japanese idiom formed from the elements SAY with FEEL, THINK, and
WANT. Based on that reason, the polysemy which is formedare SAY/FEEL,
SAY/THINK, and SAY/WANT
Keywords: speech verb, Japanese idioms, natural semantic metalanguage, semantic
primes, and semantic structure.
INTRODUCTION
The speech verb in Japanese idiom has a semantic structure formed from
the configuration of the word meaning that reflects its supporting culture. Such
semantic structure can be very complex and complicated depending on the
background of the culture. However, this can be studied with a set of universal
semantic structures contained in the Natural Semantic Metalanguage (NSM)
theory. This article discusses the semantic structure of speech verbs in
Japanese idioms. The focus of the study is how the semantic structure of speech
verbs in Japanese idiom.
METHOD
The approach applied in this research is a qualitative approach. The data
were collected using an observational method with tapping as the primary
technique and note taking as the advanced technique. Note taking technique is
used to identify speech verbs used. The next step is classifying the data based
on a semantic prototype that refers to a universal default lexicon. Then the data
were analyzed using the distributional with the changing form technique,
insertion technique, and paraphrase technique.
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The Concept of Natural Semantic Metalanguage
The Natural Semantic Metalanguage theory pioneered by Wierzbicka
(1996), can explain the semantic prime and semantic structure of speech verbs
in Japanese idioms. The basic assumption of this theory relates to the semiotic
principle, where according to the principle the analysis of meaning will be
discrete and complete. That is, any complex meaning can be explained without
spinning and without residue in any combination of other discrete meanings
(Goddard 1996a: 24, Wierzbicka 1996a: 10). There are three basic concepts of
NSM used in this article, namely; (1) non-composition polysemy; Is a single
lexicon form that can express two different default meanings, and has no
composition relationship between one exponent and another (Wierzbicka,
1996d: 27-29), (2) universal syntax; Is a combination of lexicons of the
semantic prime that form a simple proposition in accordance with the
language's corresponding morphosyntactic device, and (3) the semantic prime;
Is a set of meaning that cannot be changed and the meaning has been brought
by human from birth (Goddard, 1996b: 2; Sudipa, 2010: 8). Here are 65
semantic primes proposed by Goddard and Wierzbicka (2014: 12).
Tabel 1. Semantic Primes
No.
1.
Component
Substantives
2.
3.
4.
5.
Relational Substantives
Determiners
Quantifiers
Mental Predicates
6.
7.
8.
9.
10.
Speech
Action, events, moment, contact
Evaluator
Descriptor
Time
11.
12.
13.
14.
15.
Logical concepts
Intensifier, augmentator
Similarity
Life, Death
Location, Existence, possession,
specification
Space
16.
Element of Semantic Primes
I, YOU,SOMEONE, SOMETHING/THING,
PEOPLE,BODY
KIND, PART
THIS,THE SAME,OTHER
SOME, ONE, TWO, MANY/MUCH, ALL, LITTLE/FEW
THINK, KNOW, WANT, DON’T WANT,FEEL, SEE,
HEAR
SAY, WORDS,TRUE
DO, HAPPEN, MOVE, TOUCH
GOOD, BAD
BIG, SMALL
WHEN/TIME,NOW,BEFORE, AFTER,A LONG TIME,A
SHORT TIME, FOR SOME TIME, MOMENT
NOT, MAYBE, CAN, BECAUSE, IF
VERY,MORE
LIKE/WAY /AS
LIVE, DIE
BE,THERE IS, BE(SOMEONE)’S,
BE(SOMEONE/SOMETHING)
WHERE/PLACE,HERE, ABOVE, BELOW,FAR,
NEAR,INSIDE
SIDE
DISCUSSION
Speech Verb n Japanese Language Idiom
Speech verb in Japanese language idioms that use the names of parts of
the body is represented by the type of SAY. According to Wierzbicka (1996),
there are three semantic primes included in the speech prototype, that says,
words, and true. In this study, only the semantic prime of prototype 'say' that
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can be applied. The syntactic pattern of the semantic prime is 'X says
something to Y'. Some Japanese idioms which represent the verbs of speech,
such as, kuchibiru o togarasu 'complain', kuchi ga umai 'bragging', kuchi ga
warui 'criticize', kuchi o kiku 'chat', ago de tsukau 'to order', Hiji deppou o kuu
'reject', kuchi guruma ni noru 'persuade', Yubi ippon mo furesasenai 'tease',
hana de warau 'insulting', ageashi o toru 'tattle', kuchi o hasamu 'interrupted',
shita o dasu 'mock', hana ni kakeru 'pride themselves'. In this article not all
analyzes of the speech verb are presented, but only the representation of the
finding of the research.
Idiom kuchibiru o togarasu 'complain.'
Idiom kuchibiru o togarasu is formed from lingual symbol kuchibiru
'lips' and togarasu. 'tapered.' This lingual symbol is connected by the o particle,
where the o particles functions to connect the nouns and verbs. Lexically this
structure of this idiom means 'tapered lips,' and is idiomatically meaningful 'to
complain.' The semantic structure of this idiom is generated from the polysemy
SAY / FEELING, and the syntactic pattern is 'X says something to Y'. This
idiom is related to the utterance that comes out of someone's mouth since
experiencing something bad, like distress, suffering, and pain. Someone at the
moment complains, hopes the other knows what he feels, and this can be
formulated with the component of meaning 'X tells this, so Y knows that X
feels something bad'. Besides, someone who complains also hopes that others
will feel what they feel, this can be mapped to a component of meaning, 'X
says this so that Y feels what X feels.' The idiom's semantic structure can be
seen below.
kuchibiru o togarasu ‘complain.’
X says something to Y
X tells this, so Y knows that X feels something bad
X tells this, so Y feel what X feels
X wants Y to do something for X
X says something like this
Idiom kuchi ga warui ‘to critisize.’
The kuchi ga warui idiom is formed over the lingual symbols of kuchi
'mouth' and warui 'bad.' This lingual symbol is connected by the particles ga
that function to indicate a thing or condition. Lexically this idiom means 'bad
mouth' and idiomatically means 'to criticize.' The semantic structure of the
kuchi ga warui idiom is composed of a mixed polysemic SAYING/
THINKING, and the syntactic pattern is' X says something to Y. The meaning
of 'criticism' relates to one's views or responses to the actions or opinions of
others. Usually, this is done to influence other action because the person does
not agree to the things done by others. It can be formulated with 'X says this
because X does not want Y to do something.' Criticizing is not a bad thing, and
it is not always a negative act. If someone criticizes, it means that he wants a
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change in the future, it can be formulated with the component 'X think Y can
do something better.' Paraphrase kuchi ga warui idiom as follows.
kuchi ga warui ‘to critisize’
X says something to Y
X says this because X does not want Y to do something
X thinks that Y can do something better because of this
X says something like this
Idiom kuchi o kiku ‘chatting.’
The kuchi o kiku idiom is formed from the lingual symbol of kuchi
'mouth' and kiku 'ask.' These two lingual symbols are connected by particles o.
The lexical structure of this idiom means 'questioning the mouth' and
idiomatically means 'chatting.' The semantic structure of kuchi o kiku's idiom
is formed by a combination of polysemic SAYING / THINKING, and the
syntactic pattern is 'X says something to Y'. The meaning of 'chatting'
contained in this idiom is often interpreted as casual conversations without a
specific subject between the speaker and the hearer. As contained in the
component of meaning 'X says something to Y' and 'Y also says something to
X'. While chatting, speakers and hearer will discuss and think the same topic
in their conversations so that it can be formulated with the components of the
meanings 'X and Y think of the same thing'. The meaning of the idiom can be
explained as follows
kuchi o kiku ‘chatting.’
X says something to Y
Y also says something to X
X and Y think of the something
X and Y say like this each other
Idiom ago de tsukau‘command’
Idioms ago de tsukau formed from lingual symbols ago 'chin' and tsukau
'use'. These two lingual symbols are connected by de particles. Lexically this
idiom means 'to use on the chin', and idiomatically means 'command.' The
semantic structure of ago de tsukau’s idiom is formed by a mixed of polysemic
SAYING / THINKING, and the syntactic pattern is 'X says something to Y.
The meaning of 'give the command' in this idiom implies others to do
something, thus containing the semantic component 'X says this because X
Want Y to do something.' In this case, the messenger has to do something as
what the ordered or principal said or want so that the semantic component of
'X thinks Y should do something as he says.' Usually, in this case, the principal
has more power than the messenger. Following are the paraphrase of the
semantic structure of ago de tsukau’s idiom.
ago de tsukau ‘command’
X says something to Y
X says this because X wants Y to do something
X thinks that Y has to do something as he said
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
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So that, X says something to Y
X says something like this
Idiom kuchiguruma ni noru ‘persuade’
Kuchiguruma ni noru’s idiom is formed from kuchi lingual symbol
'mouth', guruma derived from the word kuruma means 'car' and noru 'ride.' The
lingual symbol is connected by particle ni. Lexical structure of this idiom
means 'up into the mouth car,' and idiomatically means 'persuade.' The
semantic structure of kuchi guruma ni noru’s idiom formed from the
combination of polysemy SAY / WANTS, and the syntactic pattern is 'X says
something to Y. Idiom kuchi guruma ni noru implies that the speaker praised
the addresses by saying good things about addresses so that it can be
formulated with the component 'X says something good about Y'. The
speaker's interest to persuade the hearer to do something like as he wants, as
well as mapping component 'X said this because X wants Y perform as what
is wanted by X'. Although being persuaded there is no guarantee the addressee
will follow the wishes of the speaker, because of the possibility of rejection
from the opponents, such as following syntactic component mapping 'X knows
that Y does not want to do the desires of X'. To overcome these conditions, a
speaker will persuade the hearer to say all sorts of reasons that the hearer wants
to follow what the speaker wants. Hence, this can be formulated by, X says
something to Y'. The semantic structure of the idiom is expressed as follows.
kuchiguruma ni noru ‘persuade.’
X says something to Y
X says something good about Y
X says this because X wants Y do something like X wants.
X knows that Y does not want to do X desire
So, X says something to Y
X says something like this
Idiom hana de warau ‘insulting.’
The hana de warau’s idiom is formed from the lingual symbol of hana
'nose', and warau 'laughs.' These two lingual symbols are connected by the de
particle. The lexical meaning of this idiom is 'laugh with the nose,' and its
idiomatic meaning is 'insulting.' The semantic structure of kuchi guruma ni
noru’s idiom is formed from a mixture of SAYING / FEELING polysemic,
and the syntactic pattern is 'X says something to Y'. This idiom refers to the
act of despising the speaking partner. The offensive act occurs because the
speaker does not like the speech partner. It can be formulated with 'X saying
this because X feels something bad against Y'. Speakers insult the speech
partner because the speaker assumes that the partner has done something bad
to him. It is formulated 'Y has done something bad to me.' Further, the speakers
cannot accept it, and this can be formulated with the component 'I do not want
to be treated like this.' Here is the semantic structure of the idiom hana de
warau.
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hana de warau ‘insulting.’
X says something to Y
X says this because X feel something bad toward Y
X thinks like this:
Y has done something bad to me
I don’t want to be treated like this
Y will feel something bad because of this
X says something like this
Idiom ageashi o toru ‘gossip.’
The structure of ageashi o toru’s idiom means 'catch the legs' lexically,
and it idiomatically means 'gossip.' The semantic structure of this idiom is
formed by a mixture of SAYING/ DESIRING polysemic, and the syntactic
pattern is 'X says something to Y'. This idiom implies that someone talks about
the deprivation or ugliness of another (Z) so that the opposite (Y) knows
something bad about Z so that the subcomponent formed 'X wants Y to know
something bad about Z'. By gossiping, the speaker wants the other person to
think of something bad against Z. It can be formulated with 'X saying this
because X wants Y to think something bad about Z'. The effect of gossip will
make the person being gossiped will experience and feel something bad, such
as being humiliated, excommunicated and berated so that it can be formulated
'because of this, X thinks that Z will feel something bad.' Here is the semantic
structure of the ageashi o toru’s idiom.
ageashi o toru ‘gossip’
X says something to Y about Z
X wants Y knows something bad about Z
X says this, because X wants Y to think something bad about Z
Because of this, X thinks that Z will feel something bad
X says something like this
Idiom kuchi o hasamu ‘interrupt’
Idiom kuchi o hasamu is formed over the lingual symbol of kuchi 'mouth'
and hasamu 'hampers.' This lingual symbol is connected by particles o. This
idiom is lexically meaning to 'wedge' and idiomatically means 'to interrupt.'
The semantic structure of the kuchi o hasamu idiom is formed by a mixed
polysemic SAYING / THINKING, and the syntactic pattern is 'X says
something to Y'. Interrupting, in this case, is interrupting one's conversation.
Someone who interrupts someone else's talk can be formulated with 'X saying
something when Y is talking.' The purpose of someone interrupting is to let the
other person know something from him. It is formulated with the component
'X says this because X thinks Y can know something from X'. The explanation
of the semantic structure of kuchi o hasamu’s idiom can be described follows.
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kuchi o hasamu ‘interrupt.’
X says something to Y
X says something when Y is speaking
X says thisbecause X thinks Y can know something from X
X says something like this
Idiom shita o dasu ‘mock.’
Idiom shita o dasu is formed on the lingual symbol of shita 'tongue' and
dasu 'eject,' and the lingual symbol is connected by particle o. This idiom
lexically means 'to remove the tongue,' and idiomatically means 'to mock.' The
semantic structure of idiom shita o dasu is formed by a mixture of SAYING /
FEELING polysemic, and the syntactic pattern is 'X says something to Y'.
Mocking is interpreted by saying a sarcastic thing. This is done by the speaker
when he feels displeased with the speech partner, so that the semantic
component 'X may feel something bad against Y'. The reason of the speaker to
mock because he wants to influence the action of speech partner. In the
speaker's view, the speech partner will feel something bad when being mocked,
such as the semantic component mapping 'X says this because X wants Y to
feel something bad.' Here's the semantic structure of the idiom.
shita o dasu ‘mock.’
X says something to Y
X feels something bads toward Y
X says this because X wants Y feels bad
Y does not like this
X does something like this
CONCLUSION
The semantic structure of speech verbs in Japanese idiom belongs to the
SAYS type and is generated from polysemic SAYING/FEELING,
SAYING/THINKING, AND SAYING/ WANTING with the syntactic pattern
'X says something to Y'. The semantic structure of speech verbs in the Japanese
idiom is formulated from some polysemic and combinations between elements
of the semantic prime so that the similarities and differences of the semantic
structure of the Japanese idiom can be seen.
REFERENCES
[1] Goddard, C. “Building a Universal Semantic Metalanguage: the
Semantic Theory of Anna Wierzbicka” in C.Goddard (ed) 1996. CrossLinguistic Syntax from a Semantic Point of View (NSM Approach).
Canberra: Australian National University, 1996a.
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[2] Goddard, C. “Semantic Theory and Semantic Universal”. in Cliff
Goddard. Cross-Linguistic Syntax from Semantic Point of View (NSM
Aprroach). Australia: Australian National University, 1996b.
[3] Goddard, C.Wierzbicka, Anna.Words and Meaning-Lexical Semantics
Across Domains, Language, and Culture. United Kingdom: Oxford
University Press, 2014
[4] Sudipa, I N. Struktur Semantik: Verba Keadaan Bahasa Bali. Denpasar:
Udayana University Press, 2010.
[5] Wierzbicka, A. Semantic: Primes and Universal. Oxford: Oxford
Press,1996a.
[6] Wierzbicka, A. Cross-cultural Communication. Canberra: Autralian
National University Press, 1996b
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Linguistic Features of Bali Tourism Advertisements
Desak Putu Eka Pratiwi1, Putu Nur Ayomi2,
Komang Dian Puspita Candra3
English Study Program, STIBA Saraswati Denpasar, Indonesia,
1
desak.eka.pratiwi@gmail.com
2
nurayomi@gmail.com
3
miss_puspita@yahoo.com
Abstract
Tourism in Bali has increased significantly since 1970’s and recently many people
from foreign countries come to visit Bali every single year. It provides excellent
opportunities for locally, and non-locally owned businesses in the tourism sector,
including travel agents, hotels, and villas, restaurants, bars, cafés, spas, etc. The
advertising industry is also growing with companies in the tourism sector competing
to sell their products and services to the tourists through advertisements. Tourism
advertisements have their characteristics by a combination of different components
in their own lexical, morphosyntactic and textual patterns which are identifiably
unique and very interesting to analyse. This study aims at discovering the linguistic
features of Bali tourism advertisements and the implicit meaning of verbal
expressions used in Bali tourism advertisements. The data were taken from Bali
tourism magazines: Bali & Beyond, Now Bali and Hello Bali. Observation method
and note taking technique were applied to obtain the qualitative data. Theory of
English advertising by Leech (1966) is used to analyse the linguistic features used in
Bali tourism advertisements. The findings and discussions are presented through
formal and informal methods. Our findings show that Bali tourism advertisements are
characterized by the use of particular verbs and adjectives. The advertisers use
different syntactic patterns such as declaratives, imperatives, interrogativesand
exclamatives. The use of ambiguity and rhetorical devices are also found in the
advertisements i.e. personification, hyperbole, synecdoche, and metaphor.
Keywords: advertisement, linguistic feature, tourism
INTRODUCTION
Natural panoramas, unique cultures, and Balineseritual activities are the
main fascinations of tourism in Bali.Tourism development in Bali is also
supported by the development of tourism products and facilities. Tourism
products include travel agents, hotels, villas, resorts, spa, bar, café, night clubs,
shopping centers, etc. They are essential in facilitating the tourists during their
stay in Bali. Without proper facilities, it is impossible that tourists will stay
comfortably in Bali. It results in rapid economic growth in Bali, especially in
the tourism industry.
Advertisements play a very important role in promoting Bali as world’s
tourism destination. The government and private companies in tourism sectors
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still have to make efforts to realize sustainable tourism development in
Bali.Many private companies compete to launch their products and promote
them through advertisements both in printed and electronic media.
Advertisements should deliver messages which influence the consumers’
attitude and behavior which is beneficial for the companies. The advertisement
is persuasive communication which can change the public behavior. The
advertisements aredesigned attractively to remind the public toward particular
images. To create a positive image, the advertisers often use unusual and
unique verbal and visual signs.
Verbally, advertisements must be presented ina language which is extra
ordinary and trendy. The advertisers often use words which arestrange, out of
context and even intentionally misspelled. The uniqueness of language of
advertisement is very interesting to analyze, both its form and meaning.The
aims of the study are to identify the linguistic features of Bali tourism
advertisements and investigate the meaning of verbal signs used in those
advertisements. By identifying the linguistic features, we can find out the
patterns of lexical choices, sentence structures and rhetorical devices used in
Bali tourism advertisements. It is also crucial to analyze the meaning of the
verbal signs to discover the messages and values behind those advertisements.
METHOD
The data were taken from Bali tourism magazines, such as Bali &
Beyond, Now Bali and Hello Bali. They were chosen as data source since they
are considered as the most trusted tourism magazine in Bali which specifically
reports about tourism spots in the island including news about Balinese life and
traditions, the recent events or upcoming festivals held in Bali. Also, they also
consist of various advertisements promoting tourism products, facilities and
service which available in Bali. The data were collected through observation
method and note taking technique. The data were classified based on the
linguistic features such as lexical choices, syntactic patterns, ambiguity and
rhetorical devices found in the advertisements. The linguistic features were
analysed using the theory of English advertising by Leech (1966).The theory
of semantic proposed by Palmer (2001) was applied to find out the meaning of
verbal signs used in the advertisements to find out hidden messages delivered
by advertisers through those advertisements.
RESULTS
The finding shows the typical linguistic features used in Bali tourism
advertisements. First, the lexical choices can be seen from the use of particular
verbs and adjectives. The most frequent verbs used in Bali tourism
advertisements are taken, stay, enjoy, come, experience, make and discover.
The most frequent adjectives used in the advertisements are new, romantic,
best, luxurious, magic, perfect, longest, chic, lush and exclusive. Second, the
syntactic patterns found in the advertisements are declaratives (67%),
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Universitas Andalas, August 24, 2017
imperatives (24%), interrogatives (6%) and exclamatives (3%). Third,
rhetorical devices found in the advertisements are personification (43,5%),
hyperbole (28,3%), synecdoche (17,4%) and metaphor (11%).It is also found
the ambiguity in several advertisements which will be presented in the
discussion.
DISCUSSION
Word choice in language of advertisements is very crucial. It plays the
most important role in influencing and convincing the readers or viewers. The
linguistic patterns of tourism advertisements can be seen through the use of
typical verbs and adjectives, syntactic patterns, ambiguity and rhetorical
devices.
Lexical Choice
The finding of the research shows some verbs which frequently used in
Bali tourism advertisements, such as take, stay, enjoy, come, experience, make
anddiscover. It shows that tourism advertisement discourse has a different
lexical choice in comparison with the other types of advertisements like the
advertisement of food and beverage product, cosmetics, cigarette, etc.
Tourism advertisements promote tourism products or service like
accommodations, tour packages, restaurants, café, bars, night clubs, spa,
shopping centres, etc. The verbs used in Bali tourism advertisements invite
people to come, to try, to enjoy and to experience something very special
during their holiday in Bali. The examples can be seen as follows:
a. Take home the spirit of Bali,take home an Atlas South Sea pearl. (Iklan:
Atlas Pearls and Perfumes)
b. Stay smart, stay sensible and staySens for each and every stay! (Iklan:
Sens Hotels and Resorts)
c. Enjoying the comfortable stay with us. (Iklan: Puri Resort)
d. Come home to comfort & warmth. (Iklan: Awarta Villa & Spa)
In sentence, a, the advertiser convinces the readers that by wearing Atlas south
sea pearl you will feel like taking home the spirit of the island. The spirit of
the island means the beauty of Bali. So when you wear this jewelry, you will
be as beautiful as Bali and always be the center of attention. While in sentence
b, the advertiser implicitly says that if you were smart and sensible, you should
make a right decision by choosing Sens Hotels and Resorts to stay. In other
words, if you did not choose Sens Hotels and Resorts, it means you are not
smart and sensible.
Sentence c invites the readers not only to stay but also to enjoy a
comfortable stay at Puri Resort. It indirectly says that Puri Resort is not only
a place to stay but also provides a place with traditional Balinese surroundings
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in which the guests can feel and enjoy the atmosphere of Bali rural areas.
Sentence d also persuades the readers to stay at Awarta Villa and Spa which
offers a ‘home’ concept where comfort and warmth await. It promises a
luxurious villa with homey surroundings so that the guests feel comfortable
and warm like in their own house.
In term of lexical choice, the advertisers also use particular adjectives in
Bali tourism advertisements. Here is list of ten adjectives that frequently used
in Bali tourism advertisements such as new, romantic, best, luxurious, magic,
perfect, longest, chic, lush, and exclusive.Among those adjectives, the most
dominant ones in Bali tourism advertisements are new, romantic, best,
andluxurious. The examples can be seen as follows:
a. The new tower is a spectacular setting for a romantic or family
getaway. (Iklan: RimbaJimbaran Bali)
b. Experience a secluded romantic retreat in the lush surroundings of
contemporary Balinese interiors and design. (Iklan: Conrad Bali)
c. 100% holiday in just one day! The bestway to explore Lembongan and
Penida Island. (Iklan: Bali Hai Cruises)
d. The arts of luxurious living atRimbaJimbaran Bali by Ayana. (Iklan:
RimbaJimbaran Bali)
The word ‘new’ means something which has never been existed before, never
been seen or used by anybody. The advertiser used this word to attract people’s
attention by highlighting that their product is newly made, designed or
launched. The advertisers assume that the tourists will be very interested in
something new, instead of something mainstream. The word ‘romantic’ also
frequently occurs in Bali tourism advertisements. It is used to describe Bali as
a romantic island; a must visit place for couples. Many public figures even
international artists choose Bali for their wedding venue and honeymoon. It
then becomes a trend for other couples. The word ‘romantic’ is very influential
to build an image for the advertisedproducts, especially for accommodations
like hotels, resorts, and villa which are the vital need for tourists.
The word ‘best’ is also often used in Bali tourism advertisements to show
the excellent quality of the products and to convince people that they wouldn’t
find any better products out there. The use of the word ‘best’ implies that the
advertisers are very confident and optimistic about their products. The word
‘luxurious’ also appear frequentlyin Bali tourism advertisements. Luxurious
means extremely comfortable, elegant, or enjoyable, especially in a way that
involves great expense. When an advertisement uses the word ‘luxurious,' it
represents a place which is very exclusive and classy. It attracts people who
seek for the luxurious side of the island.
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Syntactic Patterns
It is found that Bali tourism advertisements use various sentence structures.
Among those sentence structures, the most dominant one is declaratives
followed by imperatives, interrogatives andexclamatives. A declarative
sentence is a sentence in the form of a statement, for example:
a. Using carefully selected ingredients, we follow time tested recipes to
bring classic food traditions back to life. (Iklan: Manisan Restaurants)
b. Here, Bali’s nature, culture and tranquility are blended seamlessly into
one for a perfect escape. (Iklan: The Sanctoo Villa)
In printed advertisements, declarative sentence is started with a capital letter
and always ended by a period. Meanwhile, in electronic advertisements, it is
characterized by flat and neutral intonation. A declarative sentence is a fact,
not an opinion. As seen in sentence a, the advertiser stated that Manisan
Restaurants use classical ingredients of Indonesian archipelago since the
specialty of this restaurant is Indonesian culinary. The basic concept is to
revive the classic food traditions in this global era. In sentence b, the advertiser
explained that the Sanctoo Villa is designed as a perfect escape where the
guests can enjoy the harmony of nature, culture and peaceful atmosphere. This
sentence describes the surroundings of the villa and what the guests can
enjoyaround the villa. It is a very interesting offer for the ones who adore
Balinese nature and cultures.
An imperative sentence is a type of sentence that gives advice or
instructions or that expresses a request or command. Orally, it is uttered with
raising intonation at the beginning and ended with lower intonation. In
advertisement discourse, the imperative sentence is commonly delivered
delicately to avoid coerciveimpression. The example can be seen in the
following sentences.
a. Enjoy one of the vibrant local night clubs with so much on offer. The
choice is yours. Do everything or nothing. (Iklan: Bali, Indonesia
Travel Guide Video)
b. Make your adventure unforgettable. (Iklan: Bali Tourism Promotion
Video)
c. Be among the first to taste our signature creations. (Iklan: Paon Bali)
In sentence a, the advertiser initially gives information about local night clubs
with various offers you can find in Bali. Then the advertiser allows the
audience to choose whether they want to do everything or nothing at all.
Although it seems like giving choices to the audience actually it tells the
audiences to enjoy the night clubs during their holiday, or they will regret it.
In sentence b and c, the imperative sentences are delivered in the form of
advice. Through those sentences, the advertisers told the viewers or readers to
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do something by suggesting them, not commanding.
Some
interrogative sentences are found in Bali tourism advertisements. Questions
can arouse interest and curiosity of customers to draw their attention and leave
a deep impression. The examples can be seen as follows.
a. Culinary? We have food that flavor and atmosphere you will not find
elsewhere in the world. (Ikan: Bali at Glance Video)
b. Why not hire a surf board and hit the waves on famous Kutabeach?
(Iklan: Bali, Indonesia Travel Guide)
c. Why not experience some of local cuisine in a beach side restaurant?
(Iklan: Bali, Indonesia Travel Guide)
In sentence a, the question does not need an answer since the advertiser has
provided the answer. In this case, the advertiser use question to offer culinary
choices available in Bali and to inform that Bali has special culinary which
flavor and atmosphere couldn’t be found elsewhere in the world. Both
sentence b and c use ‘why not’ question. The onlytime the advertisers should
ask a question is when they can make a relatively accurate prediction of what
the answer will be—and in most cases, the answer they’re looking for should
be “yes.” A question also engages the audience and helps persuade them to
come to a conclusion on their own, which has a greater effect then simply
telling the audience to do something.
Exclamative sentences arealso found in Bali tourism advertisements
although it is not as many as the previous sentence structures. These are used
to express strong feelings, strong emphasis or emotion, like the following
examples.
a. 100% holiday in just one day! (Iklan: Bali Hai Cruises)
b. Opening soon! (Iklan: The Golden Tulip Jineng Resort)
c. Have a wondroarrr-ful day! (Bali Safari & Marine Park)
In sentence a, the advertiser expressed the feeling of amazement and
enthusiasm that using Bali Hai Cruises people can go to two different islands
just in a day, Nusa Lembongan and Nusa Penida, which are very well known
with their stunning beach and peaceful atmosphere. In sentence b, the
advertiser expressed that he/she is very enthusiastic for the opening of the new
hotel, The Golden Tulip Jineng Resort. By using the exclamative sentence, the
advertiser can influence the readers to feel the same way and make them
curious about the new concept offered by this hotel. The curiosity will lead
people to try to stay in this hotel during their holiday in Bali.
There is a unique word play in sentence c. The ‘wondroarrr-ful’ is
formed by two different words, ‘wonderful’ and ‘roar.' Wonderful means are
extremely good and marvellous. Roar is loud sound of a wild animal (such as
a lion). The word ‘roar’ represents a wild animal or wild life. While the word
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‘wonderful’ represents the marvellous journey people can experience in Bali
Safari and Marine Park. The advertiser uses the word ‘wondroarrr-ful’ as an
interjection to express multiple meaning in one word. It represents the image
of Bali Safari & Marine Park which is wild and marvellous. Bali Safari &
Marine Park took the guests on a safari to see wild animals directly in their
habitat, feed the animals, in touch with well-trained animals and watch
attractive animal’s shows.
Ambiguity and Rhetorical Devices
The use of ambiguity is very common in advertisements. The
ambiguous statement is so elusive for the readers or viewers and potentially
helpful for the advertisers since it has the power to make people “come again”
to decipher what a particular message means. The examples of ambiguity in
Bali tourism advertisements can be seen as follows.
a. SKAIBeach Club. SKAI is the limit. (Iklan: SKAI Beach Club)
b. Well-appointed interiors and chic contemporary décor make a
luxurious home away from home. (The Kayana Villa)
c. Welcome to paradise. (Iklan: Beach Walk Shopping Center)
In sentence a, the word ‘SKAI’ is ambiguous which can lead to various
interpretation. SKAI is the name of a beach club in Bali. SKAI has the same
pronunciation with the word ‘sky’ which makes it ambiguous. The sky is
limitless. So the sentence ‘SKAI is the limit’ means there’s unlimited happiness
in SKAI Beach Club. Sentence b also carries ambiguity. It can be seen in ‘a
luxurious home away from home’ which is confusing. ‘Home’ here doesn’t
refer to a home in its literal meaning. It refers to The Kayana Villa. So it
means that The Kayana Villa is a luxurious villa which is designed as
comfortable as home. The homey atmosphere makes the guests feel very
convenient and luxurious designed will make them feel so exclusive and classy
at the same time. In sentence c, the word ‘paradise’ is ambiguous. ‘Paradise’
literally means “the place, sometimes imagined to be in the sky, where God or
the godslive and where good people are believed to go after they die, so that
they can enjoy perfect happiness”. But in this sentence, it is not used literally.
It is used to describe Beach Walk as the best place for shopping. It is compared
with paradise where people can enjoy perfect happiness.
The use of rhetorical devices in tourism advertisements are also very
interesting to analyse. They are employed in advertising to achieve vividness
and humor and to appeal more readers.In this rhetorical study devices refer to
the use of figurative language. There is four common figurative languages used
in Bali tourism advertisements, such as personification, hyperbole,
synecdoche, and metaphor as seen in the following example.
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a. The sun that visits the island all year long. (Iklan: Bali Tourism
Promotion Video)
b. For forty years the world has come to Poppies Restaurants. (Iklan:
Poppies Restaurant )
c. Travelling in land, you’ll find the spectacular mountain of the interior
rising majestically into a sky shadowed in clouds where visitors can
see extinct volcanoes set among last tropical jungle. (Iklan: Bali,
Indonesia Travel Guide)
d. Morning spirit from Lumbung where a million of smiles await you
home. (Iklan: Hotel Villa Lumbung)
e. Crystal clear emerald water. (Iklan: Bali Tourism Promotion Video)
Personification is a figure of speech in which a thing, an idea or an animal is
given human attributes. The non-human objects are portrayed in such a way
that we feel they have the ability to act like human beings. For example:‘The
the sun that visits the island all year long’. The sun is given humanattribute as
if it could do an action ‘visit’. This sentence implicitly describes that Bali is an
exotic island with a tropical climate which makes it warm all year long.
Sentence b and c show the use of hyperbole. It is a figure of speech which
involves an exaggeration of ideas for the sake of emphasis. There is an
exaggeration in sentence b since it is impossible that all people over the world
have visited Poppies Restaurants. There are many countries in the world with
population/people that have different economic and social background. So,
not all people can travel abroad, and not all people have the same culinary taste.
There is also exaggeration in sentence c which characterised by some words
i.e. spectacular, majestically, extinct volcanoes, and last tropical jungle.
Those words are used to describe the background panorama of
UlundanuBeratan water temple which located in Bedugul. Those words are
purposively used to create dramatic effects and make the viewers fly to the
beautiful imagination. Finally, it will convince them to visit the place.
Sentence c used synecdoche pars pro toto. It uses part of something to
refer to the whole thing. As seen in sentence d ‘Morning spirit from Lumbung
where a million of smiles await you home.'The Word ‘smiles’ represent the
hotel’s staff and their hospitality. Sentence e ‘Crystal clear emerald water’
used metaphor. It is a figure of speech that refers, for rhetorical effect, to one
thing by mentioning another thing. It may provide clarity or identify hidden
similarities between two ideas. As seen in sentence e, water is implicitly
compared with emerald which is as clear as crystal. It is used to describe the
fascinating beaches you can find around the island.
CONCLUSION
Based on the data analysis, it can be discovered the typical linguistic
features used in Bali tourism advertisements. Verbs in tourism advertisements
are used to persuade people to come, to try, to enjoy, to experience or to
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Universitas Andalas, August 24, 2017
discover something special from particular places. The use of adjectives also
plays a great role in Bali tourism advertisements to describe the specification
and the excellence of the promoted products. While, the most dominant
syntactic pattern in Bali tourism advertisement is declaratives and followed by
imperatives, interrogatives, and exclamatives. Declaratives are used for giving
information and describing products. Meanwhile, imperative sentences are
forceful and tempting. Readers are directly encouraged to do the activity
without delay. The use of rhetorical questions aims to convince consumers of
something while leaving the decision to act upon that notion to their discretion.
Not many advertisements use exclamatives since the advertisers try to be more
objective in delivering the message. They avoid expressing personal opinion,
feelings, and emotions. Linguistic features of tourism advertisement are also
characterized by the use of figurative language. Using figurative language is
an effective way of communicating an idea that is not easily understood
because of its abstract nature or complexity. Although figurative language does
not offer a literal explanation, it can be used to compare one idea to a second
idea to make the first idea easier to visualize. The result of the study can give
contribution not only to linguistic field but also tourism industry in Bali. In
linguistic field, it gives contribution to the development of discourse analysis
particularly in tourism advertisement discourse. This research is also
beneficial for local government to see how Bali is packaged and
commercialized in mass media. This research can be used as a reference to
make further policies in tourism sector to support sustainable tourism
development in Bali.
REFERENCES
[1] Leech, Geoffrey N. 1966. English in Advertising. London: Longman.
[2] Palmer, F.R. 2001. Semantics. Great Britain: Cambridge University
Press
[3] Pratiwi, DesakPutuEka&Arka, I Wayan. 2016. Cross-cultural Values in
Glocalization: a Case Study of Balinese Tourism Advertisements.
Jakarta: LIPI International Conference on Social Sciences and
Humanities.
[4] Sutawa, GustiKade. 2012. Issues on Bali Tourism Development and
Community Empowerment to Support Sustainable Tourism
Development. ProsidingInternational Conference on Small and Medium
Enterprises Development.Denpasar, 14-16 Juni.
[5] Yongqing, Li. 2013. A Genre-based Analysis of Hotel Advertisements
in Malaysia. Thesis.Faculty of Languages and Linguistics, University
of Malaya, Kuala Lumpur.
[6] Zhou, Li Ying & Han Xing. 2015. A Content Analysis of Hotel
Advertisements in China. Journal of Economics, Business and
Management, Vol. 3, No. 2, Hal.188-193.
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AUTHOR’S BIOGRAPHY
Dr. Desak Putu Eka Pratiwi, S.S., M.Hum.got her bachelor degree in 2007, her
master degree in 2009 and her doctoral degree in 2015 in Udayana University. She is
a lecturer of English Study Program at STIBA Saraswati Denpasar since 2007-now.
She is a member of editorial board of Sphota Linguistic and Literature Journal and
actively attends annual national and international linguistic conferences. She got
research grants from Kemenristek Dikti, such as HibahDoktor (2014) and Hibah
Fundamental (2016). She also got Sandwich scholarship at Sydney University (2013)
which fully funded by Kemenristek Dikti. She has published some articles in journals
such as Sphota (2013 & 2014), Retorika (2015), Kibas Cenderawasih (2015), Tutur
(2016) and International Journal of Linguistics, Language, and Culture (2016). Her
research interests are Semantics, Semiotics, Pragmatics and Linguistic Anthropology.
She is a member of a professional association such as Asosiasi Peneliti Bahasa Lokal
(APBL) and Masyarakat Linguistik Indonesia (MLI).
Putu Nur Ayomi, S.S., M.Hum.got her undergraduate degree (2004) and master
degree (2009) from Udayana University. She is a lecturer of English Study Program
at STIBA Saraswati Denpasar since 2012-now. She has published some articles in a
scientific journal on linguistic and actively attends national and international linguistic
conferences. Her research interests include discourse analysis, semantic and language
teaching.
Komang Dian PuspitaCandra, S.S., M.Hum. Got her undergraduate degree and
master degree from Udayana University. She is a lecturer of English Study Program
at STIBA Saraswati Denpasar since 2010-now. She has published some articles in a
scientific journal on linguistic and actively attends national and international linguistic
conferences. Her research interests include English language teaching, sociolinguistic
and phonology.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Malay Language in Southern Thai Literature
Djusmalinar
Malay Section, Dep. Eastern Languages, Faculty of Humanities and Social Sciences
Prince of Songkla University, Pattani Campus, Thailand
djusmalinar.d@psu.ac.th/ndjus@hotmail.com
Abstract
The research aims to see the dynamism of the Malay language in southern Thailand
based on its literary works. Language and literature cannot be separated in the lives
of its people as well as the development of the media that affect its spread over the
years. Interaction approached has been used to find the expected result. The findings
show that the development of the Malay language in this literature is influenced by
the characters used. The development of the characters that existed in the written
form began with the Jawi script of Hikayat Patani. Furthermore, Jawi script remains
to spread in some magazines containing literary genres published in the 1970s. The
developments cause more improvement especially in the 2000s using the Rumi script
and Thai script so that the literary genre was changed.
Keywords: Southern Thailand, Malay, Jawi, Rumi, and Thai.
INTRODUCTION
The development of writing in southern Thailand, both literary and nonliterary is not as good as in Indonesia and Malaysia. The first writing literature
found in southern Thailand is Hikayat Patani contained in the library of
Language and Library Board Kuala Lumpur, Malaysia. This saga is originally
written in Jawi-Arabic languages and uses palm leaves. Then by Malaysian
researchers, Hikayat Patani is converted to Rumi-Roman script by Siti Hawa
bint Saleh (1992).
Furthermore, literary writings can only be found in religious books
written by Tok Guru in Jawi and insert them on the final page of the book.
Generally, literary writing is only one page and shaped nazam advice.
Then the educated society who thirst for literary reading, especially in
the 1960s can only read Pengasuh magazine published and circulated by the
Kelantan state kingdom, Malaysia to Patani. This magazine sells here because
it uses Jawi writing.
The influence of Pengasuh magazine gave a positive breath on the young
Muslim generation in Patani to issue a magazine in the 1970s. This magazine
is fostered on the initiative of intellectual youth who graduated from collage or
boarding school and at the same time students of Tok Tok Pondok or head of
pesantren in Patani. They make a group which is under the supervised of
Islamic religious schools of Patani.
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The magazine, first launched by a group of intellectual youths, took place
in 1972 with title Azan. The magazine was first issued in the month of Shawwal
in 1972. The Azan magazine can last for three years with seven volumes or
editions. Azan magazine listed as a magazine that can last a long time compared
to other magazines, such as Sirrul Islam in 1972 which only issued once
(Nawawee Mohammad, 2013: xviii).
The Azan magazine contains a scientific, religious, social plan, and does
not forget the language and literary room consisting of pantun, rima, and short
stories. Elements of literature (Islam) is very strong for this Patani Malay
society because it has no preamble or words through the opening and the
closing words every religious book written by great scholars such as Sheikh
Sheikh Daud al-Fathoni.Sheikh Ahmad Muhammad Zain al-Fathoni, and
Sheikh Zainal Abidin al-Fathoni
The development of literary writing in Patani after the Azan magazine
did not exist and became dimmer. It is because there is no mediumto channel
the talents of artistic youths. This medium disappeared as it is triggered by the
increasing number of these intellectual youths going on to study abroad such
as Madinah, Egypt, Malaysia and Indonesia.
Echoes of literature resurfaced when the Faculty of Humanity and
Society, Prince of Songkla University Pattani Campus organized a " Malam
Puisi " in 1984. The first night of this first poem may spawn anthology or
anthology of poems "Dahan-dahan Berbunga" of the soul spark young
children Patani. The success of the event was followed by the second "Malam
Puisi " in 1987 with a collection of poems or anthologies unter the title "
Dahan-dahan Berbunga II ". These two poems or anthologies are visible to
their siblings or conscience; Malay Patani's conscience.
Further developments of young writers only save their writing files due
to lack of writing media. There are only one or two people who have a place
to write in Malaysia. Then in 2013, Nawawee Mohammad trying to gather such
personal works to be distributed in written works, then it published as a book
by Dewan Bahasa dan Pustaka Malaysia entitled " Di Bawah Langit: Rampai
Sastra Melayu Baru Patani ".
Furthermore, the spread of southern Thai literature uses the Thai or Thai
script. It found only two people who managed to get a place and can publish it
in book form.
This study is limited to the analysis of characters, diction and style of
language used in literature Malay community in southern Thailand on the
magazine Azan and Kenangan, anthologies Dahan-dahan Berbunga I and II,
adn personal Short Story and Poetry. The scripts are used to view author
interactions with the reader or audience. The dictionary is used to see the
author's selected title and selected words in his work. Language style is used
to see how the author submits to his readers.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
METHOD
This research uses the qualitative method. Qualitative method is the
research method which focusing to one by one data, and the result is described
with words. The data collected by collecting the data obtained then separated,
analyzed one by one and last categorized. The data obtained are distributed to
primary and secondary data. Primary data is authentic data that can be viewed
and documented. Secondary data is additional information obtained when
interviews with authors or the public.
CONCLUSION
Media is a creative means for the author to express their writings to the
reader. This media is useful for disseminating writings that talk about the state
of society that authors speak about their communities. The literary work of
southern Thai society is not much due to the limitations of the containers that
accommodate it.
This media changes over times. The first media takes the form of a
magazine using Jawi script. The second media is an anthology with the Rumi
script. The third media is an individual book with Thai script.
Each author has their style in their writing. There are various styles of
his writing, such as lecture or khutbah style and narrative style in short stories.
While the style of dialogue is more dominant in the poem, in addition to the
style of the narrator. Choose a word reflects the story content in the short story
or the resulting poem.
REFERENCES
[1]
Wahab Ali. (1989). Imej Manusia dalam Sastera. Kuala Lumpur: Dewan
Bahasa dan Pustaka
[2] Abdul Chaer & Leonie Agustina. (2004). Sosiolinguistik: Perkenalan Awal.
Jakarta: PT Asadi Rosdakarya.
[3] Andersen, M.L & Taylor, Howard F.( 2000). Sociology: Understanding a
Diverse Society.
USA: Thomson Learning
[4] Baran, Stanley j and Davis, Dennis K. (2006.) Mass Communication Theory.
United States of America : Thomson Wadswordth
[5] Blommaert, Jan . (2010). The Sociolinguistics of Globalization. United
State of America: Cambridge University Press, New York
[6] Djusmalinar. ( 2009). Majalah Dewan Bahasa dalam artikel “ Generasi
Penutur Bahasa Melayu di selatan Thai” edisi Julai 2009, halaman 32-34.
Kuala Lumpur: Dewan Bahasa dan Pustaka.
[7] Ellis, Donald G. (1999).. From Language to Communication. London: LEA
[8] Fishman, J. A. (1972). Language and Nationalism: Two Integrative Essays.
Rowley, M. A: Newury House.
[9] Gorys Keraf. (2007). Diksi dan Gaya Bahasa. Jakarta: Gramedia
[10] Halliday, M.A. K. (1972). “Language Function and Language Structure” in
New Horizon of Linguistic. London; Penguin Book
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[11] Hasan Alwi. (2001). Kamus Besar Bahasa Indonesia-edisi ketiga. Jakarta:
Departemen Pendidikan dan Kebudayaan, Balai Pustaka
[12] Jones, Paul and Holmes, David. (2011). Media and Communication.
London: Sage Publication Ltd
[13] Kridalaksana, Harimurti. (2001). Kamus Linguistik.. Jakarta, PT Gramedia
Pustaka Utama.
[14] Kridalaksana, Harimurti. (2001). Fungsi Bahasa dan Sikap Bahasa. EndeFlores, Nusa Indah.
[15] Labov, William. (1994). Principiles og Linguistics Change. Oxford,
Blackwell.
[16] Mohamed Anwar Omar Din. (2014). Dinamika Bahasa Melayu :
Menongkah Arus Globalisasi. Bangi: Penerbit Universiti Kebangsaan
Malaysia
[17] Nawawee Mohammad. (2013). Di Bawah Langit: Rampai Sastera Melayu
Baru Patani. Kuala Lumpur: Dewan Bahasa dan Pustaka
[18] Noresah bt Baharom (ed). (2005). Kamus Dewan – edisi keempat. Kuala
Lumpur: Dewan Bahasa dan Pustaka
[19] Oatey, Helen Spencer and Peter Franklin. (2009). Intercultural Interaction.
London: Palgrave Macmillan
[20] Panuti Sudjiman. (1988). Memahami Cerita Rekaan. Jakarta: Pustaka Jaya
[21] Quentin Smith. (1993). Language and Time. New York: Oxford University
Press
[22] Ruslan Uthai. (2005). Ciri-ciri Istimewa Dialek Melayu Patani: Satu
Tinjauan. Patani: Jabatan Bahasa-bahasa Timur, Fakulti Kemanusiaan dan
Kemasyarakatan, University Songkla Nakarin, Kampus Pattani.
[23] Tomas, Linda & Shan Wereing. (2007). Bahasa, Masyarakat, dan
Kekuasaan. Ter.Sunoto dkk. Yogyakarta, Pustaka Pelajar.
[24] Trudgil, Peter. (1986). Dialect and Contact. Oxfort: Basil Blacwell
[25] Ummisalam Umar. (2557). Klang fung phe’ lang hak. Bangkok: Matichon
[26] Waemaji Paramal. (1991). Long Consonants in Pattani Malay:the Result of
World and Phrase Shortening. MA Thesis.: Mahidol University.
[27] Wienreich, U. (1953) . Language in Contact: Findings and Problems. New
York: Linguistics Circle of New York.
[28] Zakaria Amataya. (2553). Mai mi ying sao nai bot kui. Bangkok: 1001
Malam
[29] Majalah Azan. 1972 -1973 edisi 1 – edisi 6
[30] https://id.wikipedia.org/wiki/Hikayat_Patani
[31] http://akhwatdhiya.blogspot.my/2012/11/sastra-melayu-klasik-hikayatpatani.html
[32] http://ensiklo.com/2015/08/memahami-teori-interaksi-sosial/
[33] https://id.wikipedia.org/wiki/Teori_Interaksi_Simbolik
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Teaching English Literature in EFL Classroom as The
Strenghtening of Language Use: From Ancient
Pedagogy To Modern Academy
Dodi Oktariza
English Department, Muara Bungo University Indonesia dodioktariza@gmail.com
Abstract
The paper discussed the teaching of English in EFL classroom generally seen as a
regular activity as well as the teaching of English literature as a rich source of
authentic material of English language teaching itself and the strengthening of
English language use. For many years, English literature has been taught at a
secondary or tertiary level even at University level. However, teaching English
literature has not been given yet much emphasis on an appropriate methodology of
teaching due to it is still considered as one of the most difficult subjects to teach.
There are two terms of methodology that mostly discussed by experts, namely
ancient/traditional pedagogy and modern academy. Learning about traditional, it has
its roots in the ancient pedagogy of classical language instruction. The points are
students only mimicking and parroting their teacher's knowledge. In fact, such
pedagogy was being successful in beginning Latin and Greek classes. In contrary, we
do not intend to suggest that students learn only from their teachers, who transmit
their knowledge and understanding freely, but what do we mean that pedagogy frames
course content and different frames invite different kinds of understanding of content
and that parts of the modern academy. At last, central to teaching literature in the
classroom is giving the students’ right to be involved freely in their experiences and
let them observed literary as part of their life more closely.
Key word: Teaching English literature, Traditional Pedagogy, Modern Academy
INTRODUCTION
Whether we consider or not the discipline of English Literature is ‘in
crisis’ now. It is something that we consider right to start of writing this paper.
What I meant by crisis is when we observed more, the process of studying and
teaching of English literature is mostly shaped and influenced by our students
’purposes and the conditions in which they live as well as the nature of the
discipline. As part of teaching English, in the case of strengthening of
language use, traditional pedagogy in literature classes has its roots in the
ancient pedagogy of classical language instruction. This was a pedagogy aimed
mostly at students as known ‘getting it right.' The beginning stages of Latin
and Greek did not give sufficient opportunity for students showing their
interpretation or evaluation of the literary work. In other word, students can’t
have independent opinions about the literary work seeing from semantics point
of view, syntax, tenses, inflections and the like (Sage. 2006). However, we are
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realized that the strengthening of language use or linguistics richness are
influenced even the right interpretations and meanings came not from students’
thought but the right instruction.
Meanwhile, a kind of pedagogy we often see now is maligned – students
mimicking and parroting their teachers’ knowledge. In fact, the pedagogy was
successful in beginning Latin and Greek classes. Once beyond the beginning
stages, the content of classics classrooms was of course not english language
as such, but Greek and Latin philosophy and literature (Horace, Cicero,
Seneca, Homer, Sophocles, Plato, Thucydides, Aristotle). Thus, the process of
translating such work increased to interpret.
By seeing the phenomenon, what the writer wants to offer is showing the
teaching of English literature not merely trapped in the old perspective and
style. In other words, teaching literature is not created to make students less
their ideas by losing the language but how to make them interested in such
interactive pedagogy by emphasizing on course content through developing
their own interpretative opinions and notions. It can be obtained, however, by
seeing and understanding the appropriate methodology in teaching literature
due to the right methodology can help getting the right values in teaching. In
the brief paper, the writer tries to show the readers about one of the
methodologies in teaching literature which called as a modern academy. This
way, in fact, has shown its role effectively in creating and strengthening
language use, especially English for non-English speakers.
METHODS
In briefly, the writing of the paper is supporting by library research as
part of the finding process. Moreover, the comparative study of some theories
was also conducted to support the writer’s analysis.
RESULT
After comparing some theories or methodology related to the teaching
of English literature, in the case of comparing two popular methodologies
called as a traditional and modern academy. This two methodology were
mostly used by teachers for many years. Moreover, the writer merely found
that traditional approach or pedagogy only taught to the students how to get it
right without trying to understand how it was right. The process of teaching
English literature basically won’t be sufficient if only created students to be
mimicking from their teachers. In contrast, it should create a kind of an
interactive discussion between students and teachers. The process of
interactive learning will help teachers giving the students an opportunity in
developing their language skill freely.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
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DISCUSSION
Having mentioned about traditional approach, the writer describes
modern academy as the main of the discussion. This approach offers some
benefit or advantages in strengthening language use of students, especially
English language for the non-English native speaker. Modern academy in its
developing started by offering some agenda that giving great advantage for
teacher, namely;(Sage. 2006)
Course Provision
The modern academy offers some provision in helping teachers
reestablished their preparation of teaching, especially teaching materials. The
agenda can be started from the periods and style of literary works. This agenda
helps teachers to choose the right period of English literature such as ‘Medieval
Literature,' ‘seventeenth period,' ‘ Victorian Literature or Modernist Literature.
This period can help students to enrich their knowledge about English literature
by focusing on close reading skill and values.
Also, teachers can also share the clusters of English authors based on
their genres. For instance, Shakespeare with his sonnets and drama, Milton
with his novels. Besides, the nineteenth century British novel Novel, Anti
Apartheid Themes in South Africa Literature 1945-1975, or American
Shortstories of the 1950s’. Some courses on comedy and Tragedy can also be
included in this category.
Moreover, the modern academy also offers about the role of women’s
writing/feminist. This offer can not be separated from the strengthening of
language use since it gives students wider perception about the women in the
literary world. Teachers can emphasize on the women writers and their role in
developing the literary works unti now. The role of Jane Austin and her themes,
for instance, will always be remembered by literary readers. Some political and
social movements of women writer have made literary being coloured.
Determining the themes of literary works also give the influence of
literature itself. Themes in this case, indirectly give some values for, especially
when themes combined with periods or genre of literature. For instance, “
Comedy and Politics in Restoration Drama” can be one alternative for teachers
in helping students understanding about the work.
To support teachers developing material for teaching English literature,
the modern academy also suggests offering literature seeing from the regional.
It, then, known as regional literature such as ‘South American Literature,'
“Introduction to Australian Regional” or “African-American literature.this
offer, basically can introduce students about regional specialist look like and
bring them to develop later. For the last part of course provision, post
modernism issues and Themes can also be offered to teachers. Postmodernism
always develops through many years, and the issue of “gay power; or “black
power” can be discussed with students. The points above can be applied in kind
of discussion and reading between teachers and students.
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Intelectual and Personal Development
As we know that, the process of teaching English literature is not merely
about cognitive achievement but it also about the developmental of students’
ability, especially in their language use. In other words, the process of teaching
at the end is showing about the intellectuality growing or mature personally. It
can be achieved if the teachers can develop their students’ intellectual and
personal development through literature. This development can be easier
obtained when teachers understand how to organize an affective engagement
by having narrative power and literary experience and learning. An affective
engagement effect is when teachers want to let their students’ experience the
same kind of excitement when they involved in literature. The point of
narrative power is depended on teachers ability in developing the sense and
values of a literary work. Finally, literary experience and learning is not merely
helping students ability in understanding about literary work but also helping
students’ being mature in their intellectual growth and having confident.
CONCLUSION
Teaching English literature can not be ignored that has an important
role in the development of language use or practice. It more particularly felt
for many non-English speaking countries. Through the paper, it can be
concluded that teaching English literature by using modern academy
principles, basically help teachers to be easily arranged their materials before
teaching. Thus, by having some agenda in teaching teachers also know what
are the right materials for students or learners of English and helping them
using their language by reading and discussing the material chosen. Then,
teaching English literature as part language program can help students or
learners develop their language use. It is also stated by ( Obediat. 1997),
literature helps students acquire a native-like competence in English, express
their ideas in good English, learn the feature of modern English, learn how the
English linguistics system is used for communication.
A the end, teaching literature is not only a tool for helping students
develop their competence in language use, written or oral but also helping a
student in opening their perception widely about English as part of the
language.
REFERENCES
[1] Cannon, Christopher. 2006. The Ground of English Literature. Oxford
University.
[2] Chamber Ellie, Marshall. 2006. Teaching and Learning English
Literature, SAGE.
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[3] Collie, J, & S.Slater , Literature in The Language Classroom : A
Resource Book of Ideas and Activities. UK: Cambridge University
Press. 1990
[4] Hance Belinda, When Criticical Met English Literature , Oxford, 2008
[5] Obediat, M. Language vs Literature In English Departments in the Arab
World” in English Teaching Forum. 2006
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Interjektion in Minangkabau Language
Efri Yades¹, Leni Syafyahya²
¹Jurusan Sastra Indonesia FIB Unand, efriyades@ymail.com
²Jurusan Sastra Indonesia FIB Unand, lenisyafyayah@gmail.com
Abstract
In this aricle will be dicussed on interjection in Minangkabau language. Thins that
will be dicussed is the form of interjection, kind of interjection, and the types of the
sentence that follow interjection in Minangkabau language. Data obtained from the
Minangkabau language used orally. The methods used to provide data is the method
of observation and interviews. After that, the data that has been analyzed by using the
method of distributional and frontier. Based on data analysis, found the form of
interjection in Minangkabau language, kind of interjection in MInangkabau
language, and types of the sentence that follow interjection in MInangkabau
language. Based forms interjection in Minangkabau language consists of two types,
basic and derivative form. Based on the expression of feeling, interjection in
Minangkabau language counsists of eight types, calls, wonder, pain, sad,
disappointed, shock, relief, and disgust. Interjection in MInangkabau language
usually followed by the imperative sentence, interrogative sentence, and declarative
sentence.
Keywords: interjection, language, Minangkabau
INTRODUCTION
Minangkabau language is among the regional language in Indonesia. The
Minangkabau language is used by Minangkabau people living in the province
of West Sumatra and outside West Sumatra to communicate between
Minangkabau people. The Minangkabau language is the mother tongue or the
first language for native speakers in an intraetrical environment to express their
feelings and thoughts. Also, Minangkabau language is also used in traditional
ceremonies and the Minangkabau traditional literature writing. This is why the
Minangkabau language has a high position and function for its speaker
community (Job, 1993: 13-14 and Moussay, 1998: 9).
Many researchers have long done studies or research on Minangkabau
language. The study of the Minangkabau language began in 1870 and still done
today (Moussay, 998: 12). However, there are many aspects of Minangkabau
language that need to be studied. Based on the description above, the writer
considers research on Minangkabau language should not stop because its
position and its function is very important for Minangkabau society. Also, the
Minangkabau language also has many up until today. Also, among the nature
of language is it’s dynamic or change from time to time. It also happens to
Minangkabau language. The change of a certain language is a social and
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cultural symthoms that need to be documented. On this occasion, the
researcher will examine one aspect of the Minangkabau language, that is
interjection or exclamation.
The analysis is focused on form and type of interjection and emotional
state it refers. The analysis also describes the sentence form follows the
interjection. This study aims to describe the interjection form in Minangkabau
language, the type of interjection in Minangkabau language based on the
emotional expressed.
Interjections are categories that serve to express the speaker's feelings.
In this case, it is syntactically unrelated to other structure in speech. In another
word, the interjection is a constituent separated from the speech or extra
sentence. Kridalaksana (2005: 120-121) states that the interjection is an
independet or stand-alone constituent. Furthermore, Kridalaksana explains
there are two forms of interjection: the basic form and the derived form.
According to Kridalaksana (2005: 121), interjection can be grouped
based on feelings expressed: expretion, admiration, pain, sadness,
disappointment, shock, relief, and disgust. Sentences according to its function
can be divided into sentence statement (declarative), question (interrogative),
command (imperative), and exclamation (Arifin and Junaiyah, 2008: 70). A
statement function is a sentence that serves to declare something. A question
function is a sentence used to ask something. A command function is a
sentence that states the command or ban of the speaker. An exclamation is used
if the speaker wants to express his feelings.
METHODS
This research employs three stages, including: (1) data collection, (2)
data analysis, and (3) presentation of data analysis result (Sudaryanto: 2015:
6). The interjection in Minangkabau language is derived from the use of oral
Minangkabau language. The data is obtained from the source using methods
and techniques used together to complement each other. As a first step, the
authors observed the object of research by using the method of insrospection
(Djajasudarma 2010: 25). The next step used the observational method and
noting method. (Sudaryanto, 2015: 137). Then the data are analyzed by using
distributional and reference method (Sudaryanto, 2015 and Djajasudarma,
2010). The reason for the use of these two methods is because the utterance of
the appeals uses the elements outside language and language itself.
RESULT
This section describes the results and discussion of the study. The results
of the study are described based on the problems that have been formulated,
including the form of interjections, types of interjection, and types of sentences
that follow the interjection in Minangkabau language. Furthermore, each study
result will be discussed by the research methods. The interjections in the
Minangkabau language can be distinguished according to the emotional
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expression. The types of interjections, including exclamation, admiration,
pain, sadness, disappointment, shock, relief, and disgust. The following will
explain each type of interjection with an example of its use.
a. Exclamation of Call
Call interruption is also called interruption. This interruption is used to
summon the listener to come or to follow the order from the speaker. Here's an
example of its use.
1. Oi, ka nyiak lah!
‘Hey, come here!’
2. Warni, singgahlah lu!
Warni, please come by!’
3. Ai, jan duduak di sinan!
Ai, do not sit there!’
Sentences in data samples (1) to (3) begin with interjections. These
sentences include imperative sentences. Sentence (1) begins with interjection
oi, sentence (2) begins with interjection warni, sentence (3) begins with ai.
Subsequently, the sentences (1) and sentence (3) begin with the interaction of
the basic form, sentence (2) begins with interjection derived from the personal
name, i.e., Warni, Sentences (1) to (3) are sentences containing interjection
which belong to the type of call. Sentence (1) contains the interaction of the
call to the other person to meet the speaker. Sentence (2) contains an
interruption of an appeal to a listener who uses the opposite name of the speech
so that he or she drops in at the speaker's place or simply as a polite expression.
Sentence (3) there is a call interruption that prohibits the listener from doing
something. Thus, the sentences in examples (1) to (3) are referred to call. This
is indicated by the meaning of the sentence that follows the interjection.
b. Amusing
Interjections of amazement or admiration are interjections of the
speaker's expression of feelings toward an object. With this interjection,
speakers express a feeling for what they see or experience. Consider the
following examples:
1. Eee, kok tau rumah wak?
‘Ee, how do you now my address?’
2. Eh, baa lo du?
‘Eh, how could it be?’
3. Eee subanallah, rancaknyo paja tu!
Eee subhanallah, how beautiful she is!’
Sentences (4) to (6) contain interjection located at the beginning of a
sentence. Sentences (4) and (5) include introgative, while sentences (6) include
imperative sentences. Sentence (4) uses eee interjection, Sentence (5) there is
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interjection eh. Sentence (6) using eee subhanallah as an interjection. Further,
sentences (4) to (6) used basic and derived the form of interactions. Basic shape
interactions are found in sentences (4) and (5). The basic and derived interface
interactions are used in sentences (6).
The interjections contained in sentences (4) to (6) include interjections
of the expression of amazement and the admiration of the speaker toward a
thing or person. Sentence (4) shows the speaker's astonishment toward the
opponent who knows his address. Sentence (5) shows the speaker's surprise to
an event. Sentence (6) contains the admiration of a speaker to the listener.
c. Pain
Intermediate pain is an interjection that expresses the painful
experineced by the speaker. Here's an example of its use.
1. Aduah, sakik bana!
‘Aduh, what a pain!’
2. Ondeh mak, baa coiko bana sakikno?
‘Aduh ibu, why so hurt?’
3. Nde, sakik kapalo den.
‘Aduh, my head hurt .’
In the sentences (7) to (9), there is the use of interjections. Sentence (7)
includes imperative sentences, sentences (8) includes introgative sentences,
and sentences (7) includes declarative sentences. In sentence (7) consists of an
interjection aduah, sentence (8) consists of ondeh mak, sentence (9) consists
of nde. All the interjections are located at the beginning of each sentence.
In the sentences (7) to (9), there is the use of interjections which include
the type of interjection of expression in pain. In sentence (7) there is an
interjection of the expression of the pain of the speaker, the sentence (8)
contains the interjection of the expression of the pain feeling experinced by the
speaker, the sentence (9) there is an expression of pain on the speaker's head.
d. Sadness
The interjection of sadness is an interjection that contains expressions of
the sadness of the speaker to the state of himself and others emotion. Here,
consider the following example:
1. Onde, malangnyo nasib den.
‘Aduh, how poor am I.’
2. Ahai, anak surang payi bulo.
‘Aduh, the only boy has gone.’
3. Aduah, baa nasib den ko lai?
‘Aduh, what about me?’
Sentences (10) to (12) use interjections located at the beginning of a
sentence. Sentences (10 and (11) include imperative sentences, while sentences
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(12) include introgative sentences. Interjection in sentences (10) is onde,
interjections in sentences (11) are ahai, interjections in sentences (12) is aduah.
Interjections in a sentence (10) to (12) are categorized as a basic form of
interjections. All interjections used in sentences (10) to (12) include expression
of sadness. In sentence (10) there is an interjection to express the sadness of
the speaker to his destiny. In sentence (11), the interjection refers to
expressions of feeling toward himself as well as in sentence (12).
e. Disappointment
The interjection of disappointment is an interjection that contains
expressions of the speaker's disappointment toward others or something. The
following example shows the use of interjection to shows disappointment.
1. Ee, muak den mah!
‘ Ee, what a boring!’
2. Oi, rasaanlah dek gau!
‘Oi, you got it!’
3. Oih, manga koa?
‘Oi, why so?’
The use of interjections is found in sentences (13) to (15). The interaction
used is the basic form interjection. Sentences (13) and (14) are imperative
sentences while sentence (15) is an introgative sentence. The form ee is found
in sentence 13; interjection oi is in a sentence (14), interjection oih is used in a
sentence (15). All interjections used in sentences (13) to (15) is used to express
disappointment toward people and circumstances. Sentence (13) is an
expressions disappointment toward circumstances. Sentence (14) refers to
disappointment toward the listener. Sentence (15) denotes the speaker
disappointment toward listener or others.
f. Shocking
Interjections of shock are interjections that contain expressions of the
shocking for things or circumstances.
1. Eeh, ado juo ciek layi!
‘Eh, one more!’
2. Astagfirullah, aa du?
‘Astagfirullah, what?’
3. Astaga, iyo sabana gadang inyo!
‘Astaga, how big he is!’
In the sentences (16) to (18), there is a form of interjection used.
Sentences (16) and (18) include imperative sentences and sentences (17)
including introgative sentence. The interjection lies at the beginning of the
sentence. The interjections in these sentence are basic form and derive form.
The basic form is used in the sentence (16) i.e., eeh, whereas the derived forms
are used in the sentences (17) astagfirullah and (18) astaga.All interjections
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used in sentences (16) to (18) include expressions of shock or surprise toward
circumstances or things. The sentence (16) is expressions shocking toward an
object. The sentence (17) is an expression of shocking toward something that
appears suddenly in front of the speaker. The sentence (18) is an expression of
shocking expression toward an object.
g. Relief
Interaction of relief is interjection used to express satisfaction toward
person, circumstances, and things. Here expamles of satisfaction by
interjection.
1. Aaa, tu nyo a.
‘Aha, itu dia.’
2. Alhamdullah, makasih yo.
‘Alhamdulillah, terima kasih ya.’
3. .Syukurlah, lai ditarimo.
‘Syukurlah, diterima.’
The sentences (19) to (21) are used interjections which lie at the
beginning of the sentences. Sentences (19) to (21) include imperative
sentences. Its use basic form and derivative forms of interjection. The basic
forms are found in thesentence (19), aa. In contrast, derived form is found in
sentence (20) alhamdulilah and (21) syukurlah. The interjections in sentences
(19) to (21) are an expression of relief toward herself and circumstances.
Sentence (19) is used to expression relief for finding someone he is looking
for. Sentence (20) uses interjection as an expression of relief toward helping.
Sentence (21) used interjection as an expression of relief to the success of the
listener.
h. Disgust
The interjection of disgust is used to express speakers' disgust towards
something or someone. Here the detail explanation:
1. Iii, kumuah bana gau mah!
‘Iii, what a mess!’
2. .Iii, baa kok baleak-leak ciik ang?
‘Iii, your shit is every where?’
3. Iii, jan pai ka sinan kumuah mah!
‘Iii, don’t go there, it’s dirty!’
Sentences (22) to (24) use interjections at the beginning of the sentences.
Sentences (22) and (24) are imperative sentences, while sentences (23) is
introgative. The interjections used in these sentence are all basic form, iii. All
the interjections used are referred to the expression of disgust towards
something. In sentence (22) and (23), interjections are used to express disgust
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towards a dirty person while in a sentence (24) is used to express disgust to
forbid listener to do something.
CONCLUSION
Based on the analysis of interjection in Minangkabau language, there are
several things that can be infered:
1. Interjections found in Minangkabau language are two forms, basic
form, such as onde, haa, alaa, oh, ai and derived form, such as astaga,
syukurlah, o laklah, innalillah, masyaallah.
2. There several functions of interjection in Minangkabau language,
among other: calling, amazed, pain, sadness, disappointment,
shocking, relief, and disgust.
3. Interjections in Minangkabau language are frequently followed by
imperative, interogative, and declarative.
REFERENCES
[1] Ayub, Asni dkk. Tata Bahasa Minangkabau. Jakarta: Pusat Bahasa.
[2] Arifin, Zainal dan Junaiyah H.M. 2008. Sintaksis. Jakarta: Grasindo.
[3] Djajasudarma, T. Fatimah. 2010. Metode Linguistik: Ancangan Metode
Penelitian dan kajian. Bandung: Refika Aditama.
[4] Kridalaksana, Harimurti. 2005. Kelas Kata dalam Bahasa Indonesia.Jakarta:
Gramadia Pustaka Utama.
[5] Moussay, Gerard .1998. Tata Bahasa Minangkabau. Diterjemahkan Rahayu S.
Hidayat. Jakarta: Kepustakaan Populer Gramedia.
[6] Sudaryanto. 2015. Metode dan Aneka Teknik Analisis Bahasa: Pengantar
Penelitian Wahana Kebudayaan secara Linguistis. Yokyakarta: Sanata Dharma
University Press.
AUTHOR’S BIOGRAPHY
Efri Yades is a lecturer in department of Bahasa Indonesia Universitas
Andalas since 1989. Graduated from department of Bahasa Indonesia Unand
in 1988 for bachelor degree and from department of Linguistic Unpad for
master degree. Some of her articles were published in : jurnal Puitika (2006,
2012), jurnal Wacana Etnik (2013), dan jurnal Arbitrer (2015, 2016). Activelly
conducting research on lingusitics, such as: Konjungsi Bahasa Minangkabau
(2003), Kalimat dalam Kaba (2004), Bahasa Iklan dan Pengaruhnya terhadap
masyarakat (2008), and Frase dalam Bahasa Indonesia (2015). She also wrote
books, including Sistem Sapaan Bahasa Minangkabau di Kabupaten Agam
(monograph, 2002), Bahasa Indonesia untuk Penutur Asing dasar dan
lanjutan (monograph, 2016).
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Study of Text (Language) in Oral Tradition as An
Effort to Formulate The Lofty Values of
Minangkabau Culture for Young Generation
Eka Meigalia1, Reno Wulan Sari2, dan Wasana3
Dosen Prodi Sastra Minangkabau, Universitas Andalas, Padang.
1
ekameigalia@gmail.com
2
wulanzaiful@gmail.com
3
wasana.fsua@gmail.com
Abstrak
This paper aims to explain the values of Minangkabau culture contained in the text in
the oral tradition, especially Minangkabau. It is based on the fact that the oral
tradition text consists of a series of words and sentences in verses that need to be
analyzed and interpreted. The utterence from the speaker sometimes not clear and
hastily follow the rhythm. There are also uncommon words in the daily conversations
used by Minang people today. For that, the method used in this research is a
qualitative method with a literature review of oral tradition texts. The values of
Minangkaabau culture contained in the oral tradition text include religious, social,
and educational values.
Keyword: oral tradition, text, value, Minangkabau
INTRODUCTION
UNESCO, in Paris convention 2003 stated that oral tradition is part of
an intangible culture. The limit is the whole creed based on the tradition of a
cultural community. Cultural products are also a reflection of the expectations
of a community that reflects their socio-cultural identity. It includes language,
literature, music, dance, games and sports, culinary traditions, rituals and
mythology (belief), knowledge and practices related to the universe, and
traditional techniques in handicraft making. UNESCO has also established that
this oral tradition is a cultural heritage that must be preserved.
Nurcahyo (2012) states that basically, the inherited cultural heritage
which includes oral traditions can be a cultural force and one of the most
important sources of identity structure and civilization structure. Even the oral
tradition is also one of national heritage which can play a role in the creative
industry.
Interestingly, Minangkabau is one of the ethnic in the archipelago which
rich of the repertoire of oral tradition, especially in the form of oral literature.
According to Suryadi (1998), this oral tradition has been rooted in
Minangkabau culture. Minangkabau people have been accustomed to deliver
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story orally. In another word, Minangkabau cultural are decend over a
generation by oral tradition.
The diversity of oral traditions in Minangkabau can be seen in the
literature whcih commonly referred to oral literature. Oral literature in
Minangkabau has also been studied by Adriyetti Amir entitled "Pemetaan
Sastra Lisan Minangkabau" (2006). In the reserch, it can figure out the spread
of Minangkabau oral tradition, especially oral literature that can be found in
almost all over Minangkabau region. Among the oral literature that has been
mapped on the research are saluang, rabab, sijobang, indang, salawat dulang,
and randai.
Among the element of oral literature is text. Texts can be poetry, lyrical
prose, or prose. The language uses the local language with its local dialect. It
contained in the form of entertainment, teaching and also religious education
and another life teaching. The text is partly memorized, and some are
composed during the performance (Amir, 2013). Interestingly, although texts
in oral tradition contain local wisdom as well as good teachings for the younger
generation, it not fully comprehended by the listener. It is due to several
problems, such as local dialects and uncommon vocabulary. Also, speakers
sometimes utter words or sentences. Therefore, it becomes more challanging
to deliver cultural value to the listener.
Hence, this paper tries to explain the values of Minangkabau culture
contained in oral literary texts, indang, and salawat dulang. Both traditions are
interesting for several reasons. First, the two traditions belong to the category
of oral literature on religious themes (Islam). Secondly, although it still exists,
this tradition is threatened by the modern entertainment. Third, salawat dulang
and indang have values that can be an alternative source in developing identity
and civilization, especially for the younger generation. It is also by
Minangkabau saying "adat basandi syarak, syarak basandi kitabullah". It
means that the values conveyed in the tradition of salawat dulang and indang
are basically in line with the custom in Minangkabau. Lastly, it will also
strengthen the identity of Minangkabau ethnic.
METHOD
Text in Oral Tradition
In general, language serves as a tool for communicating with humans. It
could be a verbal language or writing. As a spoken language, oral tradition is
delivered and heard in face-to-face communication.
However, Hoed (2015) states that oral tradition is not entirely similar to
spoken language. The oral tradition is broader than the language in oral
communication as known in linguistics. It is also acceptable for several
reasons. First, texts in oral tradition are not always delivered in face-to-face
situations. In some cases, the listener may be in his or her home while sleeping
listening to the utterence. Furthermore, if speakers are broadcasting on a radio
station so that the distance between speakers and listeners may reach hundreds
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or even thousands of kilometers. Or in an event, speakers in the middle of the
house can still be enjoyed by his speech by people who are working in the
kitchen cooking dish for the event. On the other hand, the oral tradition has
now entered the era of the recording industry. Hence, between speakers and
listeners, they should not have to be in same space or at the same time as
required in oral communication.
In the oral tradition, the text is a unique element. Based on its form, oral
tradition can be identified as poetry, prose, or lyrical prose. But every text that
is delivered is rich of dialect and unique colloquial vocabulary. In fact, in oral
tradition, it frequently evokes an uncommon vocabulaty. In another word,
some archaic or old words may be found in oral tradition.
Text in oral tradition can not stand alone. There is a part that the speaker
does not memorize, but is spontaneously composed at the time of the
performance. For example, in a saluang performence, tukang dendang could
instantly invite the guests by mentioning their name one by one. Of course, it
is impossible to predict who will come to the show before it begins. The
performer does not necessarily know who will attend the show. But therein lies
the close relationship between the text and the context in the oral tradition.
Context can be a part or a source of inspiration for speakers in the show.
Finally, the text in oral tradition is an important element that not only
aims to entertain. However, the text in oral tradition also contains social and
cultural values. Speakers present it aesthetically so that it is also called oral
literature, the language of art which called literature. To be precise, texts in
oral tradition can define as dialy language. The aesthetic aspects of the text
require the the listener to interpret and contemplate on them. Even, text in the
oral text is sometimes utter quite quickly. Therefore, t listeners and especially
researchers should work harder to capture the content and messages to be
conveyed. Therefore, the text of oral tradition remains one of the interesting
research objects for both for literary and linguistic researchers.
A Review of Indang dan Salawat Dulang
Indang and Salawat dulang are among other forms of oral literature
found in Minangkabau. Both traditions have similarities and differences.
Regarding similaritis, both are closely associated with religious nuances
(Islam). The text conveyed Islamic teachings and culture. Moreover, both
consider as oral tradition developed by Syeh Burhanuddin in Ulakan Pariaman
as a medium to spread Islam. Although in its development, Salawat Dulang
also found in another place beside Pariaman, that is in Malalo Tanah Datar.
These two traditions, however, remain closely related to the Shari'aa sect that
was first developed by Syeh Burhanuddin in Minangkabau. The third
similarity, these two traditions are both in the form of dialogue and inter-group
conversation. Therefore, both indang and salawat dulang performence become
a stage to show islamic teaching mastery of the performer.
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The difference between these two traditions is regarding performance. In
salawat dulang, the show was performed by two groups; each group consists
of two people. In any appearance, the two groups do not appear together in
front of audiences. If one group is showing, the other group will sit with the
audience. Meanwhile, in the indang performance, it could be performed by two
or three groups. Each group consists of eight people. Seven performers as anak
indang, and one as tukang dikia. The groups will sit together in front of
audiences, yet each group will still speak one after another.
Moreover, these two traditions also have different instrument used to
accompany the performence. Salawat dulang, as contained in its name, use
trays as musical instruments. The tray or so-called talam is a kind of big plate
made of metal. It generally has a yellow color and uses to serve dishes.
Meanwhile, the indang uses tambourine which is known as rapai'i.
Until now, these two traditions still have performers and are frequently
perfomed. However, both traditions still face the threat of extinction. As
mentioned by Suryadi (2012), the fanatical audiences of each tradition have
been limited. It becomes worse when modern art, advance technology
information come to without control in the Minangkabau society.
DISCUSSION
Caltural Value of Minangkabau in Indang dan Salawat Dulang
As mentioned earlier, both inding and salawat dulang are oral traditions
with an Islamic theme. It may not go far from Islamic teachings and principles.
Even according to some sources, indang and salawat dulang were originally
means of spreading Islami as well as for as an exam for students regarding the
islamic lessons that have been mastered.
Moreover, there also the cultural value of Minangkabau which implies
during the performence of indang and salawat dulang which in line with
religious values. Both salawat dulang and indang begin by saying la ilaha
ilallah as mention below:
Laaa…iiih iiih, i paaanggaanga angalah
Laaa…hii iih, ilangaaanga ngalah
Liilallaaah…
Dengan bismillah aku mulai
Wahai penonton muko bulakang
(Teks Indang, trans: Ediwar)
Oi…yo…Allah la ila oi la ilallah
La dek a yamolai…
Oi lai dek nabi Muhammad sabana dek Rasulullah
Lah dek o ilallah ala oi…
(Teks Salawat Dulang, trans: Eka Meigalia)
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The underlined sentence above is a la ilaha ilallah which prononced by tukang
indang and tukang salawat. Each has a peculiarity in pronouncing the sentence.
It also depends on the rhythm of each tradition. Also, at the beginning of the
perdormence of salawat dulang or indang there is a greeting to the audience
and fellowed to the other performers. It is in line with the teachings of Islam
which always greet at before the meeting.
In indang, one part of the text is called nasib. This section contains
Islamic lessons and teachings delivered to the audience. Based on the research
of Ediwar (1999), the text of nasib is divided into four, discussing the twentieth
nature of God, the history of prophets and apostles, the shaykhs and developers
of Islam, and the state of nature until the arrival of Islam. Meanwhile, in
salawat dulang there is also a section of text containing Islamic teachings,
whether in the form of reviews of hadith, the review of a Qur'anic verse, as
well as studies about the teachings of Sufism. This part of the text is called the
katubah and lagu cancang. Here, it becomes clear that religious values are
conveyed through texts in the indang or salawat dulang. These parts are not
the parts composed of speakers on the stage. But it is a memorized part and has
been learned before it is spoken. Therefore, this section can not be removed
during the performence of indang or salawat dulang.
In addition to religious values, in the indang and salawat dulang there
also are social values. In the performence, each performer can be a
representative of a group, even a nagari. Therefore, the clash or dispute in the
performence must be done within the performence. If not, it may continue to
fight between the groups afterthe performence. However, so far, fight between
groups outside the show of salawat dulang and indang is never occurred.
Though in the show there must be sarcastic utterence, asking for testing, which
possibly leads a group as a loser and feels embarrassed.
In the text of indian and salawat dulang there is a part that used decrease
the temper of the performer after debating or dispute, as reflected in the
following utterence.
Kapado niniak dengan mamak
Kapado penonton bakuliliang
Maaf dipintak banyak-banyak
Juo kapado dunsanan nan duo sandiang
(Teks Indang, trans: Ediwar)
Sabalum kandak ka kami bari
Sabalum kok pintak ka kami isi
Dek kami kok kurang taratik jo muluik
Nan tuo kok kurang tamuliai
Samo gadang kok kurang tapagauli
Sabab baitu katonyo kami
O dari nan tuo duduak tatinggi
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Antah talinteh tabalakangi
O rila nde nde nde nde nde… jo maaf kami dibari
(Teks Salawat Dulang, trans: Eka Meigalia)
The two quotations above show the apology part to the audience as well as the
"opponents" in the show. This apology can not be denied a part to calm the
situation and lose the conflicts during the show, so it will not continue in the
daily life.
A humble and not arrogant are positive social values contain in both
traditions. Both have religious values and social values, and it becomes a
positive education for the younger generation. Through indang and salawat
dulang audience learn about religious teaching. By implementing the religious
teaching in real life, it will lead to harmony and away from social conflict.
CONCLUSION
Indang and salawat dulang are among many oral kinds of literature in
Minangkabau. The texts spoken in both traditions contain the values of
Minangkabau culture that need to be decended to the younger generation.
Religious values are the main values found in both traditions. The
reviews of history, the teachings of the Qur'an and the hadith, and the teachings
of Sufism are always present. This section was not composed but memorized
by the speechman.
In addition to religious values, social values are also found in the text of
indang and salawat dulang. Among other is to decrease conflicts that may
occur after the performence. With humility, every speaker expresses his
apologies to the audience as well as to his fellow performer. Therefore, so far
there is no conflict between audience and performers after the show over.
Religious and social values contained in indang and salawat dulang have
become positive educational values for the younger generation. With a guided
religion, social life will be farthest from any conflict between individuals and
groups.
REFERENCES
[1]
[2]
[3]
[4]
[5]
Amir, Adriyetti., dkk. Pemetaan Sastra lisan Minangkabau. Padang:
Andalas University Press, 2006
Amir, Adriyetti. Sastra Lisan Indonesia. Yogyakarta: CV. Andi Offset,
2013
Ediwar.“Perjalanan Kesenian Indang dari Surau ke Seni Pertunjukan
Rakyat Minangkabau di Padang Pariaman, Sumatera Barat”. Tesis
Sarjana S-2 Program Studi Pengkajian Seni Pertunjukan, Universitas
Gadjah Mada. Yogyakarta, 1999
Hutomo, Suripan Sadi. Mutiara yang Terlupakan: Pengantar Sastra lisan.
Surabaya: Penerbit HISKI Jawa Timur, l99l.
Meigalia, Eka. “Tinjauan Amanat dalam Sastra Lisan Minangkabau;
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[6]
Salawat Dulang” Skripsi Sarjana Fakultas Ilmu Pengetahuan Budaya,
Universitas Indonesia, 2006.
Meigalia, Eka. “Keberlanjutan Sastra lisan Mingkabau, Salawat Dulang;
Tinjauan terhadap Pewarisannya”. Tesis Pascasarjana Fakultas Ilmu
Pengetahuan Budaya, Universitas Indonesia, 2009.
[7]
Lord, Albert B. The Singer of Tale. New York: Atheneum, l976.
[8]
[9]
Navis, A. A. Alam Terkembang Jadi Guru. Jakarta: Grafiti, 1984.
Nurmalena, Sri Rustiyanti. “Kesenian Indang, Kontinuitas dan
Perubahan”. Artikel Jurnal Panggung Vol.24, No.3 September 2014.
[10] Ong, Walter J. Orality & Literacy, The Technological of The Word. New
York: Routledge, 1982.
[11] Pudentia, MPSS. Hakikat Kelisanan dalam Sastra lisan Melayu, Mak
Yong. Depok: Fakultas Ilmu Pengetahuan Budaya Universitas Indonesia,
2007.
[12] Pudentia, MPSS (ed.). Metodologi Kajian Sastra lisan. Jakarta: Asosiasi
Sastra lisan, 2015.
[13] Suryadi. Dendang Pauah. Jakarta: Yayasan Obor Indonesia, 1993.
[14] Suryadi. “Indang: Seni Bersilat Lidah di Minangkabau” dalam Jurnal
Seni, Juli, l994.
[15] Suryadi. “Indang Pariaman: Masa Depan ‘Tongue Fu’ Terakhir di
Minangkabau” dalam Padang Ekspress. 21 Desember 2016
[16] Teeuw, A. Tradisi dan Ilmu Sastra. Jakarta: Pustaka Jaya, 1984.
[17] Teeuw, A. Indonesia, antara Kelisanan dan Keberaksaraan. Jakarta:
Pustaka Jaya, 1994.
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Teachers and Parents’ Awareness of On-Instagram’s
Sexual Communication Subtleties
Eky Erlanda Edel
Sekolah Tinggi Bahasa Asing Haji Agus Salim, Indonesia
ekyedel@gmail.com
Abstract
This research is aimed to find out the speech acts of some unspeakable acts by pictures
of women on Instagram. The researcher observed the illocutionary and
perlocutionary acts from 30 taken pictures of Instagram from three different
accounts; @ramebareng, @moduskalem, and @miminpolos that contain sexting
issues where women are taken as the object of the pictures. The researcher analyzed
those pictures by using a research instrument in deciding the result of the research.
The result shows that all of the pictures indicating illocutionary acts are; 24 assertive,
ten directive, three commisive, eight expressive, and 0 declarative. In perlocutionary
acts, most of the followers seem to be unaware of this phenomenon that keeps them
persuading, convincing and inspiring by the accounts who undeniably communicate
sexual pictures and its captions subtlety. Based on the result above, the researcher
distributed closed interview to some parents and teachers in Batam and Tanah Datar
(West Sumatra) to find out the way they see and understand this phenomenon by
showing some pictures and the subtleties. From the closed interview, it is known from
some selected pictures of the data that most of the teachers and parents are unaware
of the sexting issues on Instagram and surprised of what this social media could do
to the youth. Most of parents and teachers apparently choose to have a control of the
use of gadgets and smartphones for their students and children.
Keywords: Illocutionary Acts, Instagram, Perlocutionary Acts, Sexting Issues, Speech
Acts,
INTRODUCTION
A survey by Indonesian Association of Internet Networks Organizer
(IAINO) in 2016 found that more than 132.7 million from 256.2 million people
in Indonesia are connected to the internet which indicates a progress of 51.8%
from 2014 (kompas.com, 2016). This situation is supported by the
development of infrastructure and the entrance in having gadgets and
smartphones. This phenomenon turns internet, especially social media as the
most popular tool for communication nowadays that obviously decrease
conversations in the old way.Baruah (2012)states that the term social media
refers to the use of web-based and mobile technologies to turn communication
into an interactive dialogue. This kind of communication can be held by two
people or more in one social media such as Facebook, Twitter, Instagram,
Skype, WhatsApps, Line, and much more without considering the distance and
time. Most of them are grouping into a network setting where they can transmit
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information for the similar activities, interests, hobbies, or social
status.Moreover, it seems that social media starts to replace the form of
traditional “face to face” communication to a new web-based ways which is
indicated by the changing pattern of society in doing conversation. For
instance, it tends to be a normal situation in public area recently, such as café,
mall, public garden, or bus stop to see people hold their smartphones or gadgets
andstart to smile and laugh by themselves in the middle of crowds. Before, the
society used to communicate directly which help them in developing the
discourse skills such as cultural and social setting. However, it cannot be
denied that social media takes part in influencing and changing people in
understanding the values of communication and discourse skills.
Lately, it seems that most parents in Indonesia tend to let their children
or teenagers have private smartphones without sufficient controls. In short,
social media have the potential to fundamentally change the character of our
social lives, both on an interpersonal and a community level (Baruah,
2012).However, the facts prove that there many criminals or sexual abused
cases lately in Indonesia are committed by children or adults as the effects of
cultural shock in understanding the social media by smartphone. Most of them
are easily connected to the internet where inappropriate pictures, videos,
words, paradigms, ways of life are accessible without sufficient filter to be
consumed by them, especially children and students. As developing country,
Indonesia becomes the top five of the internet users that definitely change not
only the patterns of communication, but also the paradigms of children and
adults for particular issues.
One of the special issue to be discussed is about women where
unfortunately are being the object of irresponsible accounts in Instagram. The
researcher assumes that women are presented as anecdotes, comedy or even
pornography to belaugh about (Langton, 1993). Miserably, these accounts has
many followers who like the captions and the pictures of women. O’Keeffe &
Clarke-Pearson (2011) states that there are some risks of social media by
adolescents; cyber bullying and online harassment, sexting, Facebook
depression, detective social relationship, and distorted senescence of reality. In
this case, Instagram is not only as simple as collected pictures with subtleties
use by some accounts to share ideas about way of thinking such as about
fashion, food, politics, celebrities, art design, animals, babies, model, and
many more, but also have psychological impact to children and students. Royal
Society for Public Health (2017) ranksInstagram and Snapchatas the most
detrimental to young people’s mental health and wellbeing. It can be said that
Instagram positively has shifted the way people communicate ideas through
pictures or videos which is irresponsibly used by some accounts to the youth
particularly about sexting issues where women as the object.
That language phenomenon is related to speech acts which describe
actions such as “requesting”, “commanding”, “questioning” or “informing”. It
means that when a person says something, there is an implied meaning that
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must be recognized by the hearer to do an action from that speaker’s
utterances(Yule, 2013). Thus, speech act is very important to be understood
because it will affect the way of hearer do something relevant with what the
speaker’s mean and the contexts that occur in the conversation. Bayat (2013)
states that in using language, there are three kinds of speech acts as follows;
locutionary acts, illocutionary acts, and perlocutionary acts. In this research,
there two objectives of the research; to find the speech acts; illocutionary and
perlocutionary acts on Instagram from three accounts; @moduskalem,
@miminpolos, and @ramebareng and to describe the way of men in thinking
about women nowadays based on the result of the research and find out
teachers and parents’ awareness of on-Instagram’s sexual communication
subtleties.
METHOD
This research is a qualitative research that uses observation and closed
interview as the way in getting data.First, the researcher observed the
illocutionary and perlocutionaryfrom 31 taken pictures of Instagram from three
different accounts; @ramebareng, @moduskalem, and @miminpolos that
contain sexting issues where women are taken as the object of the pictures. The
researcher analyzed those pictures by using a research instrument in deciding
the result of the research. The illocutionary data was achieved by classifying
the utterances/ phases into the suitable types of the illocutionary acts; assertive,
directives, directives, commissives, expressive, and declarative. The
researcher classified the data based on characteristics of each type in the
instrumentation of the research. After that, the researcher used the comments
of the followers on the page as the reaction for the taken utterances to analyze
the perlocutionary acts.
The researcher divided the types of perlocutionary acts into five
reactions; convincing, deceiving, frightening, persuading, and directing. Then,
based on the collected data on observation, the researcher proved that the found
data of out the speech acts of some unspeakable acts by pictures of women on
Instagram positively has shifted the way people communicate ideas through
pictures or videos which are irresponsibly used by some accounts to the youth
particularly about sexting issues where women as the object. The researcher
distributed closed interview to some parents and teachers in Batam and Tanah
Datar (West Sumatra) to find out the way they see and understand this
phenomenon by showing some pictures and the subtleties by ordering the
multiple choices in the level of awareness; 1. Completely not aware, 2.Slightly
aware, 3.Moderately aware, and 4.Extremely aware. For example, the choice
number one will always indicate that the teachers or parents are completely not
aware of the problems in the pictures. Finally, both data from observation and
closed interview were analyzed and described by graphics and tables.
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RESULT
Based on the observation, there are some frequencies of illocutionary
acts found in 31 pictures from three Instagram accounts@moduskalem ( the
account I), @miminpolos (account II), @ramebareng (account III). The
researcher classified the pictures and the subtleties into a research
instrumentation of illocutionary acts with five categories and certain
characteristics; assertive, directive, commisive, expressive, and
declarative.The graphic below shows the found data from those accounts
during observation:
15
10
5
0
Assertive
Directive
Account I
Commisive
Expressive
Account II
Account III
Declaration
Figure 1: The Illocutionary Acts in 31 pictures
Specifically, the result shows that of all pictures indicating illocutionary
acts; 24 are assertive, 10 are directive, three arecommisive, eight are
expressive, and 0 is declarative. From the observation, it is found that some
pictures could be a combination of some types of illocutionary acts. All of
those data of illocutionary acts from all accounts can be described by the table
below:
Table 1. Table of Illocutionary Acts’ Types
Illocutionary Types
No
Details
1
Assertive
2
Directive
3
Commisive
4
Expressive
Total
Claiming
6
Complaining
Stating
Assuming
Calculating
Suggesting
Offering
Directing
Recommending
Commanding
Advising
Offering
Undertaking
Praising
Regretting
5
10
1
1
1
2
2
2
2
2
2
1
3
1
111
24
10
3
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Wondering
Congratulating
5
3
1
Declarative
0
Regarding the result of illocutionary, the researcher found the association
of communication understanding between the accounts to the followers that
can be seen from their comments toward the pictures. It is identified that
perlocutionary acts are the action of the listener/ reader after having the
information on feelings, thoughts or actions. By the research, it is proved that
the followers of the accounts were given particular responses toward the
pictures with sexual communication subtleties. Most of them showed
persuading, convincing, directing and inspiring feedbacks to the pictures. All
of those data of perlocutionaryacts from all accounts can be described by the
graphic below:
12
10
8
6
4
2
0
Account I
Account II
Account III
Fig 2: The Perlocutionary Acts in 31 pictures
Then, based on the found data above, the researcher distributed some
closed interviews (with papers) to some parents and teachers in Batam and
Tanah Datar (West Sumatra) to find out the way they see and understand this
phenomenon by showing some pictures and the subtleties. There were 40
teachers and parents from those locations chosen by the researcher randomly
to answer multiple choices questions. The researcher ordered the choices from
the most literal meaning of the hidden meaning from the pictures and
subtleties. The description of the taken sample can be seen from the graphic
below:
Table 2. Table of Sample Description in Tanah Datar
No
Sample
Sex
1
2
Teachers
Parents
M
3
1
Education
F
7
9
SMA
3
D1/2
2
3
112
Using IG
her/his
self
S1
4
4
S2
4
Yes
4
2
No
6
8
Having
students/
children
with IG
Yes No
2
8
3
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Table 3. Table of Sample Description in Batam
No
Sample
Sex
1
2
Teachers
Parents
M
1
4
Education
F
9
6
SMA
Using IG
her/his
self
D1/2
S1
10
1
3
S2
Yes
6
4
6
No
4
6
Having
students/
children with
IG
Yes
No
6
4
4
6
Then, the closed interviews which was ordered and indicated the
answers of multiple choices in the level of awareness; 1.Completely not aware,
2.Slightly aware, 3.Moderately aware, and 4.Extremely aware. The graph
showed the result as follow:
35
30
25
20
15
10
5
0
Pic 1
Pic 2
Pic 3
Pic 4
Choice 1
Pic 5
Choice 2
Pic 6
Choice 3
Pic 7
Pic 8
Pic 9
Choice 4
Fig 3: The Result of Closed Interview to 40 Samples from Batam and Tanah Datar
Furthermore, the researcher also found some additional information
related to the samples’ opinion, reaction and their upcomingmovements toward
the pictures with sexting subtitles as described in the table below:
Table 4. Table of samples’ opinion, reaction, and their upcoming movements
Next Actions
Reaction to the pictures
Opinion about the pictures
Confused
Shocked
Intolerable
Embarrassin
g
Unsafe
Acceptable
No Problem
Limit
internet use
No idea
Monitoring
without acts
No
Smartphone
Deleting IG
No idea
Worried
35
Happy
Mad
10
0
2
7
16
23
0
0
0
8
0
13
113
19
21
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DISCUSSION
From the collected data above, it can be seen that the illocutionary acts
have a close relationship with perlocutionary acts. It is also found that the
speech acts of some unspeakable acts by pictures of women on Instagram
positively has shifted the way people communicate ideas through pictures or
videos. This situation then is irresponsibly used by some accounts to the youth
particularly about sexting issues where women are depicted as the sexual
object. Based on the data, First, an assertive; statement that commits the
speaker to the truth proportions, achieved 24 frequencies which most of them
were stating. Second, a directive; statement that wants the hearer to do action
achieved the second place for ten frequencies. Then, it is followed by
expressive and commisive for the third and the fourth place. On the other side,
in perlocutionary acts data, the reaction of the followers toward the pictures
proved that they were persuaded, inspired and convinced by them. It is an
alarming result to know the fact that most of students and children may be the
followers of those sample accounts in Instagram. By research, it is found that
social media nowadays takes enormous part in changing the way people
communicate each other. Through social media, parts of the speaker like facial
expressions and intonations can be replaced by using pictures or video with
subtitles. One side, this way could be so attractive and creative in renewing the
ancient way of the communication. Unfortunately, as it is studied here, there
are so many accounts on Instagram use women as the object of their
communication to be explored as anecdotes, comedy or even pornography to
laugh about (Langton, 1993). Most of the followers seem to be unaware of this
phenomenon that keeps them persuaded, convinced, and inspired by the
accounts who undeniably communicate sexual pictures and its captions
subtlety. The researcher assumed that women with sexual appearances (mini
dress, sensual expressions, and poses) would be created as the object of sexual
communication subtleties by certain irresponsible accounts on Instagram to the
followers to change their point of view of women.
Then, this frightening issue distributed to parents and teachers as those
who are responsible for taking care of their children and students. Based on the
data, it is known that civilization in one location could give impacts to their
youth paradigm.Most of teachers, parents, students, and children in Tanah
Datar have less attention in using Instagram as social media which means they
are less affected by the immoral influences. A different situation is shown by
parents, teachers, students, and children in Batam. They are more up-to-date
than parents, teachers, students, and children in Tanah Datar. They have
balanced attention in using Instagram, and this indicates more influences.
However, both of teachers and parents in that location exposed similar
shocking responses to the facts conveyed by Instagram. Most of them are
extremely aware of the meaning beyond the pictures from the accounts and
positively want to state their future actions. The data can prove that most of
them were worried and mad about what they have seen in the sample pictures
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on Instagram. They believed that the pictures with sexting subtitle were unsafe,
intolerable and embarrassing to be consumed by their youths.Then, most of
them tend to choose not facilitating the students and children with a
smartphone and the rest choose to delete Instagram on their smartphone.
CONCLUSION
Based on the result of observation and closed interviews’ data, it can be
concluded several points as follow:
1. There are particular illocutionary acts, and perlocutionary found on
Instagram pictures and its accounts; @moduskalem, @miminpolos,
and @ramebareng which 24 assertive, 10 directive, 3 commisive, 8
expressive, and 0 declarations of illocutionary acts and most of the
followers seem to be unaware of this phenomenon that keeps them
persuaded, convinced, and inspired by the accounts who undeniably
communicate sexual pictures and its captions subtlety.
2. The researcher assumes that women with sexual appearances (mini
dress, sensual expressions, and poses) would be created as the object of
sexual communication subtleties by certain irresponsible accounts on
Instagram to the followers to change their point of view of women.
3. Different location of the sample; Batam and Tanah Datar influences the
use of Instagram by the groups of children- students and teachersparents. In Batamwhich is near to Singapore, Instagram is usedmore
frequently than in Tanah Datar as one of the districts in West Sumatra.
Thus, it can be said that the bad effects of Instagram would affect easily
in a big city rather in the small one.
4. Most of parents and teachers are extremely aware of the meaning
beyond the pictures from the accounts and positively want to state their
future actions. The data can prove that most of them were worried and
mad about what they have seen from the sample pictures of Instagram.
They believed that the pictures with sexting subtitle were unsafe,
intolerable and embarrassing to be consumed by their youths. Then,
most of them tend to choose not facilitating the students and children
with a smartphone and the rest choose to delete Instagram on their
smartphone.
REFERENCES
[1] Baruah, T. D. (2012). Effectiveness of Social Media as a tool of
communication and its potential for technology enabled connections: A
micro-level study. International Journal of Scientific and Research
Publications, 2(1), 1–10. https://doi.org/ISSN 2250-3153
[2] Bayat, N. (2013). A Study on the use of Speech Acts. Procedia - Social
and Behavioral Sciences, 70, 213–221.
https://doi.org/10.1016/j.sbspro.2013.01.057
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[3] Langton, R. (1993). Speech Acts and Unspeakable Acts. Philosophy &
Public Affairs, 22, 293–330. https://doi.org/10.2307/2265469
[4] O’Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social
media on children, adolescents, and families. Official Journal of the
American Academy of Pediatrics, 127(4), 800–804.
https://doi.org/10.1542/peds.2011-0054
[5] Yule, G. (2013). The study of language. Journal of Chemical
Information and Modeling(Vol. 53).
https://doi.org/10.1017/CBO9781107415324.004
AUTHOR’S BIAGRAPHY
Eky Erlanda Edel is a graduate of UNP (S1 and S2) majoring English
Teaching. She is now the Head of English Department of STBA Haji Agus
Salim Bukittinggi, an institution where she dedicates herself as a lecturer. She
is also an editor, of Kopertis X’ KATA online journal.Her publications include
the field of English Teaching and Linguistics, particularly applied linguistics.
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Exploring Methodological Issues in Linguistic
Research
Faizah Sari
Surya University, Indonesia
faizah.sari@surya.ac.id
Abstract
The paper explores a practical, systematic strategy for novice authors to improve the
methodological stage relevant to the planning on the writing of a linguistic study.
Data were gathered from manuscripts of linguistic research submitted to a national
scientific journal by Indonesian authors from January – July 2017 that highlighted
research efforts from various linguistic subfields, including L2 translation and second
language teaching. Total corpora of over 71,500 words investigated reveal that
authors’ lack of problem statements and explicit methodological descriptions resulted
in substandard linguistic data. Moreover, analytical statements were tentative, which
led to an insufficient overall presentation for an authentic linguistic study. The lack
of comprehensive linguistic data to support the discussion section in the manuscript
favored the intended journal’s reviewers negatively, in some cases leading to
rejection. Implications for ways to planning a sound linguistic methodology that
includes technology are discussed.
Keywords - linguistic methodology, manuscript, novice authors, problem statement,
technology for linguistic research.
INTRODUCTION
Many studies on the second language (L2) writing and research
publication agree that when it comes to a successful research publication, one
of the most important hurdles is a lack of a clear statement of the problem
(Mahrer, 1991; Vinther & Rosenberg, 2017). However, in the actual process,
most L2 writers still grapple with the challenges of constructing a credible
research work, at least on the planning level, such as designing an accurate
methodology to execute the work. Such an internal struggle within the
research, coupled with the pressure to disseminate and publish the research
internationally, often results in substandard draft manuscripts that lack a clear
statement of the problem. Moreover, novice L2 writers have difficulties in
designing the right methodology for their research, let alone producing a clear
statement of the problem. As such, tentative manuscripts are rejected from
publication. As far as language research is concerned, linguistic data are often
neglected in the discussion, which retrospectively signals some weaknesses in
the methodology and further heightens the possibility of future manuscript
rejection. Therefore, the lack of a statement of the problem in draft manuscripts
written by novice L2 authors underpins significant methodological issues that
question the strength of the research.
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METHODS
A total of nine bilingual draft manuscripts intended for an Indonesian
journal and an international publication during January through July 2017 were
included in the study, totaling corpora of over 71,500 words. Seven
manuscripts discussed various topics in language research, including
translation and language teaching, and were either rejected by a peer reviewer
or recommended for major revision. The rest of the manuscripts investigated
engineering science and social work consecutively. Author anonymity was
maintained throughout the analysis.
All drafts were investigated for clarity in all sections of the writing.
Special attention was given in introduction and methodology, specifically in
locating each author’s statement of the problem and research methods.
Quantitative descriptions were also analyzed. As far as a research methodology
is concerned, extra time was spent to evaluate statements describing
instruments and data presentation, including whether or not an explicit list of
linguistic properties were presented. The draft manuscripts were previously
given feedback from the peer reviewer using Track Changes in the original
files.
RESULTS
In addition to the fact that data shed light on the most common challenges
faced by non-native English writers, which is a lack of a statement of the
problem in the research, it pinpoints a weakness in establishing a valid
methodology. Two major aspects pinpointing major findings of the draft
analysis are discussed as follows.
Evidence of Unclear Methodology Statements
Only 14% draft manuscripts presented acceptable methodology
statements. Major criteria, such as procedures for data collection and data
analysis were not thoroughly described. Novice authors were inclined to define
the methods without further explaining what the methods had to do with the
study. In other words, beginner authors described the stages, in other words,
the ‘what’ of the methodology, but not ‘how’ and ‘why.' Furthermore,
linguistic properties were not explicitly explained. To illustrate, linguistic
terminologies such as ‘phrases,' ‘idioms,' or ‘sentences’ in Example [1] were
not elaborated by instances.
[1]
Penelitian ini bersifat kualitatif dengan pendekatan deskriptif karena peneliti
memaparkan pemahaman mengenai jenis-jenis idiom dan strategi
penerjemahannya, unsur kesepadanan makna konseptual dan pergeseran
dalam penerjemahan. Metode yang digunakan adalah metode analisis isi pada
penelitian kualitatif. Peneliti menggunakan data kualitatif dalam bentuk frasa
dan kalimat yang termasuk ke dalam idiom Bahasa [sic]inggris serta data
dalam bentuk terjemahannya dalam Bahasa Indonesia. (jk3-19)
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Example [1] shows that the topic sentence in the methodology paragraph
is too general. The first sentence is dedicated to providing a definition of
umbrella methodological concepts, such as ‘qualitative research’ (penelitian
kualitatif) and ‘descriptive approach’ (pendekatan deskriptif), and including
specific linguistic terminologies, such as ‘phrases’ (frasa), ‘sentences’
(kalimat), and ‘idioms’ (idiom). The statement goes on with stating the kind of
methods used; however, it stops without providing further descriptions.
Similarly, the third methodology statement reveals a repetition that the author’s
intention to use qualitative data, only this time from both languages.
Perhaps novice Indonesian authors feel more comfortable using the
terminologies, such as ‘descriptive research’ or ‘qualitative study’ used
directly from the spoken interaction in the lecture room into the writing
discourse. Such a practice could be heightened by the lack of evaluation of the
use of such terminology by a reviewer or someone knowledgable of academic
writing. When no correction is offered, novice writers might think that the
‘lecture room terminologies’ may as well be used in writing. Another
possiblity could originate from the lack of reading of scientific essays within
the field of study. Beginner writers who rely too much on face-to-face or
spoken interaction during lecture may not be exposed to a wide range of
writing styles which could be a source of a learning experience for them when
they start to write their own.
Meanwhile, a methodology statement requires depth in the actual steps
taken in the study. Unfortunately, less than 10% draft analyzed provided clear
examples of linguistic properties stated in the methodology paragraph. The
methodology paragraph in Example [2] shows that the author listed the steps
as procedures without explaining further what the steps signify. The numerical
list shows basic procedural characteristics known in conducting a simple study.
To illustrate, the first step states ‘reading the English novel and its translation’
(membaca teks dalam novel Bahasa Inggris dan terjemahannya). The step,
however, does not elaborate exactly what makes the author’s ‘reading the
English novel and its translation’ different from any other logical first step in
analyzing a text.
[2]
Selanjutnya, prosedur yang digunakan peneliti dalam pengumpulan data
adalah: (1) Membaca teks dalam novel Bahasa Inggris dan terjemahannya; (2)
Menemukan jenis-jenis idiom Bahasa Inggris dengan menggunakan teknik
note-taking; (3) Mengklasifikasikan data berdasarkan jenis-jenis idiom; (4)
berdasarkan strategi penerjemahan idiom; (5) Menemukan kesepadanan
makna konseptual idiom; (6) Mengklasifikasikan berdasarkan pergeseran
penerjemahan; (7) Menarik kesimpulan. (jk4-7)
Then, the second step roughly expresses ‘identifying English idioms and
their translations through note-taking’ (menemukan jenis-jenis idiom Bahasa
Inggris dan terjemahannya). Still, the step does not clarify, first and foremost,
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whether the author meant to identify idiomatic expressions or semantic
dimensions of idioms prior before going about identifying the translations.
Previous works on English idioms are plentiful, citing multifaceted
investigations from classes of idioms and their interpretation to the syntactical
description of idioms (Schmale, 2013; Nunberg et al., 1994; O’Grady, 1998).
Subsequently, the second step determines the use of ‘note-taking’ as a
technique in identifying the idiomatic expressions. Normally, a methodology
statement comprises various techniques that culminate a triangulation of
methods. ‘Note-taking’ could be perceived as a very simple technique, but a
sound research should incorporate more than just taking notes. Although the
author possibly did more than just taking notes during the research, stating it
so as the only technique in the methodology risks having the reader
misunderstand the whole methodology statement, and more pertinently, the
research. Besides, the absence of technology and other contemporary research
techniques potentially shows a lack of effort in integrating the notion of
current, sound techniques used in a research.
The statement in the third step ‘classifying data based on the idioms’
(mengklasifikasikan data berdasarkan jenis-jenis idiom) could pose a serious
risk of jeopardizing the methodology statement; for, first of all, the author fails
to define the terminology as used within the context of the research. Second,
the failure to determine the scope of the topic and rationale that accompanies
the working definition may indicate weakness in the discussion section. Last,
the methodology section ideally encompasses clear statements on how data
were collected and analyzed, highlighting specific procedures followed
through to get the results. As such, in Example [2] the third step does not reveal
exactly how the data were obtained before they were classified based on the
idioms. The previous statements in the set of steps that describe procedures for
data collection are not thorough, which allows only very little room for
subsequent statements of describe data analysis.
The last four steps of a methodology paragraph in Example [2] equally
fail to describe clarity in the methodology. For instance, step 4 is an incomplete
statement: ‘based on strategies of the translation of idioms’ (berdasarkan
strategi penerjemahan idiom). The whole methodology paragraph is short of
an explanation of translation strategies and equivalent analysis which should
have accompanied the explanation of idioms as the target of the study. In so
doing, ‘identifying conceptual equivalents of the idioms’ as prescribed in step
5 (menemukan kesepadanan makna konseptual idiom), does not correspond
with what the research was intended to be. As much as the sixth step is intended
to ‘classify [the equivalents] based on translation shift’ (mengklasifikasikan
berdasarkan pergeseran penerjemahan), the procedure does not pinpoint how
to classify, what to classify, and why the classification should be based on
translation shift. In fact, no background information is offered to introduce the
shift. Finally, step 7 ends the list of steps in the methodology in that it states
the obvious: ‘conclude’ (menarik kesimpulan). The closing statement again
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lacks details which confirm the actual activity of concluding. The statement
fails to ask the important question, how to do so?
The paragraph in Example [2] alone fails to reveal more about a
development of research procedures in that it overlooks a description of data
expected. Evidently, the steps are merely the reflection of the author’s
sequences of action during research, as opposed to the actual systematic steps
to take in the study. Lack of referencing and elaboration of each step prevent
the methodological paragraph from asserting novelty and depth of research.
The paragraph does not specifically elaborate the targeted idiomatic phrases.
To illustrate, there is no indication whether the targeted idiomatic phrases are
those of certain nouns or collocations. Similarly, no information is offered for
the number of corpora obtained through the research. As a comparison, a 2015
volume of Linguistik Indonesia, a journal organized by Linguistic Society of
Indonesia, publishes four full essays all of which explicitly state linguistic
items discussed: personal pronouns of an Eastern Indonesia language,
honorifics in Balinese, Javanese adversative passive forms, language
acronyms, and clippings. As a result, specific linguistic items targeted for the
reserch allow the essay to be well-structured and comprehensive.
Evidence of Lack of Statement of the problem
Lack of statement of the problem is evident throughout the draft
manuscripts, which may imply not only the writing skills of the author but
more seriously the nature of research work conducted. Less that 10% of the
draft manuscripts present a clear statement of the problem leading to a strong
thesis statement. One particular manuscript’s introduction section contained
1879 words out of the 4400-word essay, which is 43% of the length of the
paper. Such an introduction is too long for a short paper, as it is ineffective to
have less space for discussion of research results.
Example [3] reveals that important aspects in the statement such as
relevant previous works and research gap are missing in the draft manuscript.
[3]
Dalam usaha mencari kesepadanan makna dalam terjemahan, diperlukan
teknik penerjemahan. Penerjemah memutuskan untuk memilih teknik apa yang
digunakan untuk tujuan kesepadanan. Penggunaan teknik penerjemahan ini
memiliki pengaruh terhadap hasil terjemahan. Oleh sebab itu, perlu dikaji
lebih dalam tentang penerapan teknik penerjemahan dalam penerjemahan
istilah bisnis pada dokumen peraturan dan kode etik perbisnisan [sic]. Dalam
penelitian ini, peneliti akan mengkaji teknik penerjemahan dalam
menerjemahkan istilah bisnis dilihat dari teks sumber dan padanannya dalam
teks sasaran. (jk6-2)
In Example [3], the author attempts to explain the rationale of the study
but fails to elaborate stating the research gap and using relevant references as
research evidence. The first two sentences state ‘to seek equivalents in
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translation, a translation technique is needed. The translator decided to choose
which technique to use for equivalence.’ The sentences barely represent a
strong introductory statement that portrays a sound research. Such a statement
is not only tentative, but it does not represent a valid topic sentence. If the
subject of the investigation was ‘translation techniques,' it should have been
exchanged and placed in the beginnging of the sentence.
The next two sentences in Example [3] read ‘the use of such a
translation technique influences the result of the translation. Therefore, more
investigation is required to understand how the translation technique applies to
the translation of business terminologies in regulatory and ethical business
documents.’ The abrupt move to a specific area in translation studies that is not
preceded by sufficient information on why the study is designed to discuss
‘translation of business terminologies.' In other words, it is not explicit as to
what the problem is in the research. Also, even though the last sentence of the
paragraph reiterates what the author plans to do with the research, the sentence
merely repeats what is said in the preceeding two sentences. Hence, the phrases
‘to seek equivalents …, a translation technique’ (mengkaji teknik
penerjemahan) and ‘translat[ion of] business terminologies’ (menerjemahkan
istilah bisnis). In other words, the paragraph fails to convey a clear statement
of the problem about referencing with strong evidence of previous works and
a clear, concise elaboration of the research gap and an offer to close it.
DISCUSSION
Revisiting Methodology in Language Research
The investigation of draft manuscripts shed light on the extent of
research works conducted by novice Indonesian researchers, and the ways
attempted to present the results. Unfortunately, the failure to establish a clear
statement of the problem seems to have originated from the lack of
comprehensive methodology, which points out to a lack of sound research
design, as such practices have become a concern in linguistic studies (Sari,
2015). As a result, draft manuscripts did not pass the review process, and
therefore, an opportunity to publish is lost.
The results ensues an opportunity for Indonesian authors to retrospect
the research methodology and planning to get better results at writing. As far
as linguistic studies are concerned, a revamped methodology that includes
thorough and systematic procedures could reverse the effect of essay failure.
Sari (2015) offers a perspective where technology and plan management for
linguistic research could help novice researchers organize their research
design. Contemporary design for linguistic research should encompass an
across-the-board planning to attain good results (Nagy & Sharma, 2013;
Podesva & Sharma, 2013). Works on linguistic research design pinpoint an
overarching management of research planning from preparation to data
preservation, all of which should be completed even before the stage of
conducting the research, let alone writing a draft of the manuscript.
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Sari (2015) states that a good research design comprises three major
phases centering on data collection. The first phase is a pre-data collection that
includes listing all the necessary hardware equipment for research, such as
recording equipment, digial backup storage, and informed consent forms if the
study has to do with human subjects. The second phase, i.e., the actual data
collection, the researcher is encouraged to keep a journal and fieldnotes in
addition to sound files. In this phase, the researcher is advised to organize data
digitally from various language documentation and audio recording programs
to obtain a better organization of results. Moreover, such programs help the
researcher remain objective in the research and more thorough in discussing
specific linguistic properties. Among other known programs for linguistic
worls are “Eudico Language Annotator, Audacity, Toolbox, and Praat” (Sari,
2015, p. 199). Language annotator programs help researchers organize and
classify data originated from audio visual recording. Some annotator programs
like ELAN can export data to a documenting program like Toolbox.
Researchers may find it useful working in two programs that can interface.
Toolbox helps interlinearize words and phrases originated from ELAN for
more detailed syntactical and semantic analysis. One of the practical outcome
from using Toolbox is that the researcher may produce an inventory of words
or a lexicography. As far as linguistic reserch is concerned, transcribing oral
interviews are a way to organize spoken data which may further be used as
examples in the discussion of a draft manuscript. Nagy & Sharma (2013) state
it best that transcription is sustainable for a longer period, which can be used
not only by the researcher, but it is readily obtainable for future studies.
Considering the Bigger Picture
Because sharing research works is a responsibility of the researcher to
the field of study, novice researchers should consider the ramifications of his
or her research. Ultimately, a scientific study should not only demonstrate that
the researcher manages to complete an experiment but prove that the
experiment signifies a tangible contribution to the field. In other words, a
novice should not only convey the data but a project such data in the bigger
picture. Even though the work was conducted strictly locally, for instance, in
a rural regency or village in Indonesia, the researcher should be able to state
the implications comprehensively and draw upon universal theoretical
concepts. Often beginner researchers do not realize that their research may
potentially add to the larger theoretical discussion. However, to do that, novice
researchers sould spend more time improving the methodology.
CONCLUSION
A clear methodology is an essential aspect when planning the research
work; for, without it, the consequences for producing a well-thought-out
manuscript will be tremendous. Specifically, in linguistic studies, the
methodology should reflect contemporary techniques and stages that include
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technology and data preservation. In so doing, a great deal of planning should
be made by beginner authors or researchers to accomplish the effort to identify
a statement of the problem required in the draft manuscript. Principally, a good
research writing reflects a sound, systematic research work.
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
Bwisa, Henry. “The Basic of Writing A Statement of The Problem For
Your Research Proposal”, Editage Insights. Retrieved from
https://www.editage.com/insights/the-basics-of-writing-a-statement-ofthe-problem-for-your-research-proposal, on Aug 5th, 2017.
Lang, Tom, and Mary Anne Baynes, “How Are Non-Native EnglishSpeaking Authors Coping with Requirements to Publish in English
Language Journals?”, Science Editor, Vol. 33, No. 6, Nov-Dec 2010, p.
189.
Mahrer, Kenneth D., and Jacob Rosenberg, “An Open Letter to Authors
Whose Native Language is Not English”, The Leading Edge, February
1999, pp, 206-207.
Nagy, S. and Sharma, D. “Transcription”, In R.J. Podesva, and D.
Sharma (Eds.), Research Methods in Linguistics, Cambridge University
Press, 2013.
Nunberg, Geoffrey, Sag, Ivan, Wasow, Thomas, “Idioms”, Language,
Vol. 70, No. 3, 1994, pp. 491-538.
O’Grady, William, “The Syntax of Idioms”, National Language and
Linguistic Theory, Vol. 16, 1998, pp. 279-312.
Sari, Faizah, “Pengelolaan Data Digital Dalam Rangkaian Metodologi
Penelitian Linguistik”, Linguistik Indonesia, Vol. 32, No. 2, 2015, pp.
197-200.
Schmale, Gunther, “Forms and Functions of Idiomatic Expressions in
Conversatonal Interaction”, Linguistik Online, Vol. 62, 2013.
Vinther, Siri, and Jacob Rosenberg. “Fate of Manuscripts Rejected by a
Non-English-Language General Medical Journal: A Retrospective
Cohort Study”, BMJ Open 1.1 (2011): e000147. PMC. Web. 2 Aug.
2017, pp. 1-5.
Faizah Sari earned her Ph.D. in English with a concentration of Applied
Linguistics from the University of Alabama in 2007. She has taught in the USA
and Taiwan, as well as in Indonesia, where she also advises Indonesian
graduate students working on their Master’s theses and doctoral dissertations.
Faizah Sari is the author of one book and several other publications. She is a
recipient of various grants and writing awards. Her research interests include
second language phonology, conversation analysis, academic writing, and
translation.
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Word Reduction in French Facebook Conversation
Fierenziana G. Junus1, Myrna Laksman-Huntley2 , Lilie M. Roosman3
1
French Department-Universitas Hasanuddin, Linguistic Department-Universitas
Indonesia, Indonesia, fierenziana@gmail.com
2
French Studies Program, Linguistic Department, Universitas Indonesia, Indonesia,
laksman.huntley@gmail.com
3
Dutch Studies Program, Linguistic Department, Universitas Indonesia, Indonesia,
lilieroosman@yahoo.co.uk
Abstract
The rise of the internet and social media use has changed the way people communicate. People
prefer to communicate with others by using social media. They choose to write rather than to
talk. Facebook (FB) as one of the most famous social media with the greatest number of users
in the world becomes a social phenomenon.This article is based on research on the use of
French language on FB. The aim of the research is todescribe the reduction process occurs
in French Facebook conversation. The data was taken from the status blocks of 555 accounts.
From each account, we took five status blocks, so there are 2775 files as corpus data.
‘Antconc’ application to determine the frequency of words in a corpus was used in processing
data. The results show that word shortening and truncation process has often occurred in
French Facebook conversation. It might take place because there are some efforts to shorten
the time of writing to set up a spontaneous conversation and to simplify Frenchwritings of
words that are renowned as being very complicated.
Keywords: facebook, French, grapheme, social media, word reduction
INTRODUCTION
The use of the Internet as a medium of communication according to Thangaraj
and Maniam (2015) has an impact on language changes. For over a decade, the
number of communication actors using social networks has increased. They use a
variety of social media; though as media, it has some limitation. The social media
users are required to deal with how to communicate in a limited space. Therefore, they
use reduced words.
Facebook (FB) as phenomenal social media that has the largest number of users
around the world (Smith, 2016). FB became the trendsetter of language use, especially
among youth. Language use on FB is very interesting to examine considering the way
ofpeople communicate has changed recently. People choose to write rather than to
talk: they prefer to build virtual communication than the real one Some studies on this
social media have been conducted, such as a research on language variation (Junus,
2011), about how FB users construct their identities through their language use on FB
(Junus, 2015) and a research about vocative on French FB conversation (Junus, 2016).
Before 2011, the maximum character to write status or comments on FB was
only about 500. Users then need to make words reduction as a strategy to overcome
the problemof space limitation. However, when FB increased the maximum character
count in status updates to 63.206 on November 2011, FB users continued to make
some reductions in their conversation. Moreover, the word reduction forms are more
varied.
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French has been renowned as a language, which has a complicated link between
the grapheme and the phoneme. Therefore, the form of the words reduction in French
FB conversation is an interesting subject to examine. Also, FB has become the first
social media in France, and it is the most popular social media among French youth,
defeating Snapchat, Tumblr, Pinterest, Twitter, and others1. The large number of
teenagers using FB indicates that language use on FB spread rapidly, considering that,
teenagers are very adaptable to any change and they are potential to become an agent
of language change.
This study has identified some word reduction process in French FB
conversation and analysed them to find out the forms. The aim of this paper is to
describe forms of word reduction on French FB conversation.
METHODS
A qualitative approach was applied to interpret the meaning of data and to
analyze data by identifying all existing phenomena. A special phenomenon which
occurred on each data was identified to find the forms and the patterns of word
reduction. A quantitative approach was used to interpret the number and frequency of
data, based on their linguistic change process. Those quantitative numbers were used
as references to explain all phenomena taking place in data and to confirm the
hypothesis that is made
Collecting data was done by taking French conversation on FB. The
conversation was taken from 555 FB accounts with five status blocks each, so there
were 2775 files of French FB conversation. Data process used ‘Antconc,' an
application to count the frequencies on the corpus. To select data, we pick some
reduction words by using ‘word list’ tool inAntconc. From the selection, we got 175
data.
Analysing data has done by comparing the written words in FB with those in
Written Language Convention (WLC). The written word of each data in WLC has
found by understanding the context of the conversation and doing literature studies.
The work of comparing those written words included comparing their phonetic
transcription. The phonetic transcription made by referring theories from Bechade
(1992), Léon (1993), Carton(1997), and from the dictionary of pronunciation
(Martinet & Walter, 1973). The online website easypronunciation.com
(http://easypronunciation.com/fr/french-phonetictranscription-converter# result) used
to confirm the phonetic transcription. From all comparison process, word reduction
forms and processes were found.
DISCUSSION
After doing data analysis, we found three reduction processes, such as
abbreviation, “acronymization” and truncation.
Abbreviation
The abbreviation is the process of shortening a word by omitting a segment on
a word (Krautgartner, 2013). According to Krautgartner, the abbreviation can occur
through the process of apocope or omission of the final segment of the word, and
syncope or omission of the middle segment of the word. There are 22 abbreviation
processes in data; those are (1) abbreviation through apocope, (2) syncope, and (3)
combination of syncope and apocope. From the data, it was found that the
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abbreviation processes occurred through: (1) the apocope, by deleting the final vowel,
as in verb veux [vø] ‘want’ v; (2) the syncope, which is carried out by deleting
middle grapheme that represent vowel sound and keeping the the final grapheme
though it is not pronounced, as in noun salut 'hello' slt; (3) through mixed process
of syncope and apocope, by deleting grapheme that represents vowel sound in the
middle and final of word, eg adverb vraiment[vrεm 'actually' vrm. Graphem <n>,
though it is not a vowel, it is also deleted, due to its’function to help a regressive
assimilation process of nasal vowels.
What is unique about the abbreviation process occurring in the FB conversation
is that the process of substitution follows the abbreviation. In the corpus, there are
four data in which occurred the substitution of one of the graphemes with another
grapheme which also represents the same sound, as adverb pourquoi [puʀ-kwa ‘why’
pk.
Acronymization
Acronymization is a process of shortening a word by removal of graphemes in
a word. The difference between acronyms and abbreviations is that abbreviation read
or pronounced by original word before abbreviation process, whereas the acronym
pronounced as a series of alphabets to form a word. In the corpus, there are four data
of acronymization. The acronym process in data occurred through the removal of a
vowel, for example, aime [ɛm] 'love' m [ɛm].
FB users perform acronyms in FB to generate acronyms whose pronunciations
remain the same as the original word, although the acronyms spelled as individual
letters.
Truncation
The truncation process must be distinguished from abbreviation, although both
go through a process more or less the same. Truncation according to Fridrichovà
(2013) is a lexical phenomenon while abbreviation is a graphic phenomenon. For
example abbreviation for monsieur M., although its’ final segment has been
truncated, it is still pronounced by referring to the original word pronunciation [mǝsjø
. Whereas the word that has undergone the process of truncation pronounced as the
result of that process, such as adolescent [adɔles ] ado [ado]. The process of
truncation found in the corpus of data is apheresis, syncope, apocope, mixed of
apheresis and apocope or mixed of syncope and apocope.
a. Apheresis
Apheresis is an eliminating process of the beginning segment of the word, as
inadjective for feminine noun petite [pǝtɪt ‘little’ to tite [tɪt] or in adjective for
masculine noun petit [pǝtɪ] to tit [tɪ]. This truncation has only removed the
pronunciation of first syllable [pǝ , because the final grapheme<t> is an unpronounced
grapheme. Therefore there is no change in pronunciation in the second syllable. The
grapheme apheresis<pe>often occurs in verbal conversation. For example, the phrase
un petit peu [ pǝtɪpø] ‘a little’ is often pronounced as [ tɪ pø]. Another apheresis in
data occurs in verb eu [ø ‘had’, the apheresis of grapheme <e> has changed the
pronunciation of vowel, from the close vowel [ø] to the very close vowel [y]. The
different pronunciation is not significant; besides the word ‘u’ does not exist in
French. That is why understanding the context of the conversation in FB is necessary
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to comprehend the word. Another apheresis that usually occurs in FB is the process
followed by subtitution, as in adverb avec [avek ’with’ ek [ek].
b. Syncope
In corpus, there are 11 data of syncope. This phenomenon occurs to a grapheme
that represents an unpronounced vowel in verbal conversation that is schwa [ǝ, as in
petit [pǝtɪ] ptit [ptɪ].The truncation of grapheme<e> which represent vowel schwa
occurs due to the emphasis on the syllable that follows. The other syncope occurs on
one of double grapheme, as kiffe [kɪf ‘love’ to kife [kɪf]. This process does not change
the way the word pronounced. In contrast, the syncope of double grapheme <ss> in
adverb aussi [osɪ] ausi [ozɪ] changes the voiceless consonant /s/ to the voiced
consonant /z/. Since the French language pronunciation system provides that double
<ss> between vowel pronounced as [s] while the single one is pronounced as [z]. The
other syncope, which changes the pronunciation, appeared in noun photo [foto]
‘photo’ poto [poto]. This kind of change might be a phenomenon of ‘baby talk.'
According to Ferguson (1978),‘baby talk’ is the way a baby communicate, which is
imitated by adult people to communicate with the baby. In his article, Ferguson said
that a baby tends to change some difficult phonemes such as fricative to the easier one
that is occlusive. Recently, this phenomenon has emerged among adolescents and
adults in social media; they tend to use the baby's vocabulary, whether vocative like
hypocorism (Junus, 2016) or another vocabulary.
c. Apocope
Apocope is the most frequent in the corpus; it occurred in 115 data. The final
graphemes that have been truncated in data are the graphemes that have not
represented any sound, such as <e>, <s>, <t>, <x>, <p> and <es>. The truncation
process has not changed the word pronunciation. However, it caused some changes,
as grammatical and semantical change. It could happen if the words released from the
context. For example, from
conjugated verb as [a ‘to have’ for second person singular, changes to
conjugated verb an [a] for third person singular. Another truncation of two final
graphemes also occurred in the corpus, one of those is part of double graphemes.
Although there is a suppression of these graphemes, the pronunciation of the word
does not change.The truncation process, though, has not changed the pronunciation of
the word; it caused other changes, such as the grammatical change, when the words
freed from the context. For example, the grammatical change of verb appelle [apεl ‘to
call’ to noun appel [apεl ‘call.' The very common apocope that occurs in the corpus is
the apocope of grapheme <u> in pronoun tu ty]. This apocope always occurs in verbal
conversation, especially when the pronoun followed by a verb with vowel initial, as
in tu as [tya]’you have’t as [ta]. The other apocope process is a typical process in
FB. The truncation occurs with some other processes, such as substitution, addition,
and reduplication. In corpus, there are 16 data. For example tranquille [tr kil ‘quiet’
trankil [tr kil]; ouais [wε ‘yes’mouai [mwε ; soeur [s ʀ] ’sister’ soso
[soso] .
d. Mixed apheresis and apocope process
The mixed apheresis and apocope process occurs in adjective petit [pǝtɪt]. The
grapheme apheresis <pe> and apocope grapheme <t>change the word to ti [tɪ].The
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final grapheme <t> is an unpronounced grapheme. Therefore the mixed process in the
word has only deleted the first syllable [pǝ ].
e. Mixed syncope and apocope
The mixed process between syncope and apocope occurred in verb rappelles
[ʀapεl] ‘recall’rapel [ʀapεl]. One of its’ double grapheme <pp> and <ll> in the
middle of the word have been truncated, also two final graphemes <es>. The change
has not made any difference to the pronunciation of the word because all graphemes
truncated are unpronounced graphemes. The same mixed process also happened to
conjunction puis [pɥɪ] ‘then’pi [pɪ]. The regressive assimilation process has
occurred when the semi-vowel [ɥ] turns into vowel [ɪ] because they have some similar
way to pronounce. The difference betweenhose two sounds is at the point of
articulation. Semi-vowel [ɥ] is labial whereas vowel [ɪ] has not an obstacle when it is
pronounced.
CONCLUSION
Word reduction processes found in FB are an abbreviation, acronymization, and
truncation. At first glance, these three processes look the same, but this study shows
the differences between those three.The difference between abbreviations and
acronymization or truncation lies in the pronunciation of the reduced words. As it is
said before, that word reduction occurred in FB because of the limitation of status and
comment space, but when the character limit has increased the FB users stillperforms
the word reduction. Based on this fact, it can be concluded that the word reduction
process is done not because of limited space of status and comments in FB. However,
it gives the idea that French FB users: (1) post comments as quickly as possible in
order to create an atmosphere of spontaneous conversation as well as conversation;
(2) simplify French writing, which is known for its very complicated relationship
between grapheme and phoneme; (3) do lexical creations. Research on FB writing
conversation is still a very wide field of linguistic studies. The written language in FB
conversation can be seen as a reflection of the spoken language in real conversation.
Therefore, research on language change could also be examined by using FB and other
social media conversation as a data source.
REFERENCES
[1]
[2]
[3]
[4]
[5]
Bechade, H. D. (1992). Phonetique et Morphologie du français modern et
contemporain. Paris : Presses Universitaires de France.
Bouzidi, B. (2009). Creativité lexicale par r'eduction en français
contemporain. Synergies Algerie, 111-117.
Carton, F. (1997). Introduction à la phonetique du Français. Paris: Dunod.
Creswell, J. W. (2009). Research design : qualitative, quantitative, and mixed
methodes approaches (Third ed.). Thousand Oaks California: SAGE
pubications.
Ferguson, C. A. (1978). Talking to children : a search for universals. Dalam
J. H. Greenberg, C. A. Ferguson, & E. A. Moravcsik, Universals of human
language (hal. 203-224). Stanfod, California: Stanford University Press.
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ISBN : 978-602-60613-3-1
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
Fridrichová, R. (2013). Quelques observations sur les mots tronqués.
Romanica Olomucensia, 1-13.
Junus, F. G. (2011). Ragam Bahasa dalam Facebook. Seminar Internasional
Serumpun Universitas Hasanuddin dan Universiti Kebangsaan Malaysia.
Makassar: FakultasIlmu Budaya Universitas Hasanuddin.
Junus, F. G. (2015). Variasi Bahasa dalam Media Sosial : Sebuah Konstruksi
Identitas. International Conference on Language and Culture Sciences (hal.
366-372). Jakarta: LIPI.
Junus, F. G. (2016). Vokatif Bahasa Prancis dalam Percakapan Facebook.
InternationalSeminar on Trans-diciplinary Linguistic (hal. 103-113). Jakarta:
Departemen Linguistik FIB UI.
Krautgartner, K. (2013, Maret 3). Techniques d'abréviation dans les webchats
francophones. Linguistic online 15, 47-67.
Léon, P. (1992). Phonétisme et prononciation du français. Paris:
Nathan. Léon, P. (1993). Précis de Phonostylistique : Parole et expressive.
Paris:
Nathan. Martinet, A., & Walter, H. (1973). Dictionnaire de la Prononciation
française dan sonusage réel. Paris: France Expansion.
Smith, C. (2016, Januari 25). By the numbers : 200+ Amazing Facebook User
Statistic. Dipetik Juni 15, 2015, dari Digital Marketing Stats:
http://expandedramblings.com/index.php/by.the.numbrs-17.amazingfacebook-stats/ tanggal 26 Januari 2016 pk 15.03
Thangaraj, S., & Maniam, M. (2015). The Influence of Netspeak on students'
writing. Journal of Education and Learning vol.9(1), 45-52.
AUTHOR BIOGRAPHY
Fierenziana Getruida Junus, born in Kendari, April 3, 1971, is a doctoral candidate
inLinguistics Department at Universitas Indonesia. She became lecturer since 1997
until nowin French Studies Program in Faculty of Humanities, Universitas
Hasanuddin, Makassar.
Myrna Laksman-Huntley, born in Jakarta 5 January 1961, obtained her Doctorate
degreein communication parlée (phonetics) of Université Stendhal, France. Since
1990, she is a lecturer and researcher in the French Section and Linguistic Department
of Universitas Indonesia. These last three years, she has been a speaker at three
international conferences in several places in Indonesia, director of 6 undergraduate
and graduate researches presented in 2 international symposiums in Depok. She was
Head of the French Section of the Faculty of Humanities Universitas Indonesia
(2012—2015); Secretary of the Indonesia French Teachers Association
(Perhimpunan Pengajar bahasa Prancis Seluruh Indonesia, 2008— 2016).
Lilie M. Roosman (born in Jakarta, September 20, 1964) took her Ph.D. in
Experimental Phonetics at Leiden University in 2006. She became a lecturer in Dutch
Studies Program of the Faculty of Humanities, Universitas Indonesia since 1995. She
is now chief editor of the journal of the Humanities of Indonesia Wacana.
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Verbal Disabilities of the Mentally Handicapped And
Their Therapy Model
Gusdi Sastra¹, Hendra Permana², Yoffie Kharisma Dewi³
¹(Indonesia Department, Faculty of Humanities Andalas University, Indonesia,
sastrabudaya84@gmail.com)
²(Neurologi Department, Faculty of Medicine Andalas University, Indonesia,
saint_chek_lie@yahoo.com)
³(Linguistics Department, Faculty of Humanities Andalas University, Indonesia,
yoffie.kharismadewi@gmail.com
Abstract
The aim of this research is to describe the phonological disorders of the
mentally disabled whose suffering from verbal disabilities and later on apply a speech
therapy model to raise the communicating ability of the person. This research used
the observation and structures stimulating method. The subject of this research was
a mentally disabled person who had light verbal disabilities who stayed and studied
in a mentally handicapped social welfare in Kalumbuk Kota Padang in a class
category of able to study. Based on the result of the research done towards a mentally
handicapped with light verbal disabilities, it was found that phonologically, there was
a significant difference when compares with a normal person, that was at the ability
levels; had been acquired perfectly (S), acquired, but imperfectly (BLS), and not
acquired at all (BLD). At level S, the person was able to pronounce /p, b, h, c, j, ñ, l,
y, w, at BLS level; /t, d, k f, m, n, ŋ, whereas at BLD level were sounds /v, g, s, z, r, x.
Those phoneme disabilities were hard to be acquired naturally, whether it was on
word basis or sentence basis since the person entered school age, whereas, in a
normal person, they were able to produce phoneme in phrase and sentence level
clearly and correctly. By applying the speech therapy that has been arranged
neurologically, it had been found that there was a raise in speech ability of the
mentally disabled who had light verbal disabilities, that was a raise in speech ability
through an increase in the number of syllables, the accuracy of lexical, and
correctness in meaning. The lingual index was very significant as a speech therapy
approach towards the mentally disabled that had light verbal disabilities. The PICA
test that was done to see the verbal ability that was tabulated through a therapy model
showed a significant raise from the sound wave waveform in the behavioral therapy
model proved that the communication ability of the mentally disabled with light verbal
disabilities could be raised even though they had an intelligence level that was below
average. Due to this, the therapy model could be used to raise the communication of
the mentally disabled through neurolinguistics.
Key words: mentally handicapped, verbal disabilities, wave waveform, speech
analyzer, PICA tes.
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INTRODUCTION
When humans use language, they use verbal language more often
compared to non-verbal language. When someone suffers from verbal
language disabilities, then that person is said to be suffering from verbal
disorders, Hedge (2001), whether it is caused by internal or external factors.
Due to the disability to speak verbally, then that person has a verbal disability.
Verbal disabilities in neurolinguistics research aspect are forms of
speaking disorders. In this research, there is a discussion about one of the forms
of speech disorder in the disabled, especially for the mentally disabled.
Mentally handicapped is a disorder found in the intellectual function where the
maximum IQ is approximately 70 or lesser, beginning from the age of 18 and
below, including the destruction of adaptive function (communication, taking
take of oneself, daily life, interpersonal skill, using communication sources,
verbal disorders, self control, academic skills, working, using spare time,
health and security). The mentally disabled are categorized above 2, that can
practice and able to study. A mental handicap that can practice has an IQ
between 36-52, whereas the ones that can study have an IQ between 51-70. F,
the subject of this research, has an IQ of 65, categorized in able to study but
suffers from verbal disabilities due to the verbal disorder that the subject is
suffering.
The form of speech disorder discussed in this research is the verbal
disability that is suffered by the mentally disabled, a case study of a child called
F, by seeing the different phonological disorders in this subject’s speech.
Besides that, a behavioral therapy model is also applied (Sastra dkk, 2014) to
raise the communication ability of F which later on is tested through a speech
analyzer spectrogram. That problem will be the aim of discussion in this paper,
which are: (1) To describe the different phonological disorders that happen to
a mentally handicap child, (2) to apply a new behavioral therapy model to see
the speaking ability of subject, and (3) to test the raise of speech ability after
behavioral therapy is applied through speech analyzer spectrogram.
METHODS
Overall, this research was done through some working steps, among
which are: observing and approaching naturally, focused communication,
identifying the verbal form, understanding story and picture, stimulation of
verbal behavior, evaluation of every activity (Nunan, 1992 and Sastra 2014),
and application of behavioral therapy method. Those steps could be applied
through method and technique of data collection, data analysis, and serving the
analysis result (Sudaryanto, 1993) in the qualitative research framework of the
case study.
The type of case study chosen is the cross sectional, that is a study that
tries to shorten the time of observation through stages in a certain development
level, hoping that from a number of stages or levels, the same conclusion could
be made with the longitudinal type (Bunguin, 2003), that is by observing the
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subject for approximately 6 months (in this research) intensively and doing
natural observation with the subject’s family to get information on the subject’s
development since young. A comparison case study is used to see the ability
level of the subject after a speech therapy is done through behavioral therapy
method.
The subject of this research was a 12 year old boy initialed F. this subject
was chosen because it was supported the doctor statement who diagnosed the
subject as a mentally handicapped with an IQ level of 65. F was ascertained by
the doctor and information from his family stated that he had gotten it through
hereditary factor, born through caesarian, eating habit, and the result record of
the EEG (Electro Encephalo Graphy) test done stated that the child had
complexity in the sensor movement integrity and had disorder in the left
hemisphere which was the central area of language (broca and wernicke).
RESULT AND DISCUSSION
On a mentally disabled child who’s having a verbal disability (F’s case),
there were disorders found in producing language sounds in 6 months of
longitudinal observation on F between the gae of 10,0-12,6. During that time,
different types of disorders were found in the form of loss, change, irregularity,
shortened, and the addition of phonemes. The verbal disability that occurred
In F was caused by the unpreparedness of the speech organ and
psychoneurological of F to produce phonemes according to the position and
way of articulation, especially on consonants phonemes. The change of
consonants that F did was on sound [l] and [r] which did not hav ea change in
meaning.
[l]
[r]
=
[r]
[l/--l-- / v-k#]
Contoid [ň], [t], and [j] which was situated after contoid [l] in F’s
pronunciation due to the disorder of the brain’s function or due to light hearing
disorder (disaudio), affected the change of sound [r] to become [l]. The change
of [r] to [l] in the antepenultima position did not change the meaning of the
word, but only changed the sound of it. Through that, the change of [r] in the
antepenultina position to become [l] is a phonetic change which did not change
the meaning. This change sometimes was caused by factors of parents training
the child’s language through practice, while bringing the child up, and that
resulted in treating the wrong ones as correct in arranging the language
function in the child’s brain. It happened since F was the age of 1;0, he was
treated this was by his parents and surroundings.
The change of F’s alveolar consonant could be seen in table 1:
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Table 1. F’s Change of Consonant [r]
Sound
[r]
Position and
Way of
Articulation
Alveolar Trill
[#-]
√
Position
[v-v#]
√
[v-k#
Sound
Change
√
[y]
[l]
Position &
Way of
Articulation
Semivocoid
Alveolar Lateral
When seen from F’s limited phonological ability, then a couple of
phonemes that F’s acquired were found until his age was 12 years old. When
inventarized, then a number of complementary minimal pairs consonants were
gotten, among them were; labiodental phoneme /t/ ~ /d/ in the word /taŋ/ and
/daŋ/. /t/ and /d/ were located in front of the words would change the meaning,
/taŋ/ meant ‘-s’, ‘-ed’, or ‘-t’ and /daŋ/ meant ‘and.' The sound pair [k] and [?]
was categorized as a pair that was similar to the end position in the words /auk/
‘nursery’ and /ai?/ ‘good,' were different phonemes. The sounds [t] and [b] in
a similar environment were two different phonemes in a minimal pair in
differentiating the menaing of ‘scared’ and ‘hair’ in words /atuk/ and /abuk/.
Later on, the phonemes /p/ and /l/ were two different phonemes in a similar
environment that differentiated the word /әpuk/ that meant ‘fetch’ and /әluk/
which meant ‘stomach.' Some other consonants that were minimal pairs and
could differentiate meanings were phonemes /c/~/j/, /p/~/m/, /ň/~/n/, /ŋ/~/m/,
/k/~/h/, and /t/~/y/.
Through a verbal disorder research on F, there had been found several
mistakes with a significantly different percentage like 22: 37: 5: 12: 8. Those
forms of mistakes showed that F often lost sounds (37 percent) and took
advantage of the first segment as a strategy to access to the aimed lexical by
minimalizing the addition of sound (5 percent). Changing sound (22 percent)
was done almost often due to the jumping of lexical that made F easy to change
the phonemes’ and syllables’ position. The shorting of lexical (8 percent) was
sometimes done for the sake of speed, because F tended to get bored in
practicing his speech organ, especially when there were repeated questions,
whereas the addition of sound (5 percent) was seldom done by F due to the
limited amount of lexicon that he acquired were so few because of his delay in
speech.
Besides that, in the process of sound production associated with the way
of articulating, the real peripheral nerve tissue needed was more complicated
than the sound production associated with voicing. The segmental sound
product with a distinctive characteristic needed nerves that could coordinate
the lips, uvular, tongue and lower jaw muscles. Those muscles were arranged
by the different cranial nerves. That complication caused F to seem to be more
quite than activating his articulation nerve tissue. The inactiveness of this
tissue could be caused by internal or external factors.
Because of that, the behavioral therapy (associated with
feelings/emotions) is greatly needed in handling the verbal disorder intensively
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in a child. The receptive and productive handling of a child’s speech is done
through a speech therapy approach (Hedges, 2001) through an introduction
strategy therapy that is by using stimuli and helping in naming correctly
through pictures. These were done to F from the 50 organized meetings since
F was 10,0 years old. The result gotten after seeing F’s ability post therapy had
percentages as following: Repeating words that were often said by F (70
percent), manipulating names of things (22 percent), understanding the real
pictures (46 percent), phonemic help (37 percent), and inter-correlated visual
and voice stimuli (67 percent).
The PICA (Porch Index of Communicative Ability) test that had been
tabulated for the 50 meetings with F showed a good picture in F’s verbal
modalities. The test equipment was in the form of lexical and F’s phonological
ability analysis result was reclassified. That repetition result will be recorded
through MRS (Memory Record Standard) speech analyzer. From F’s 89 PICA
syllable index, 73 percent showed a recovering sound wave vibrate compared
to the record before when F was still in observation age between 10,0-10,6
years old.
In the speech analyzer, it could see the waveform vibrate in sound [c]
was voiceless throughout until the vibration in green at the beginning of vocal
[u]. Sound [c] came from the lamonipalatal articulation, and there was no
regular trill in the spectrogram. Sound [u] was a vocal sound in the back, round,
high, and sound [i] was a sound in the front, high, not round, there were
repeated and close lines which got smaller as it got towards the end of the
spectrogram.
The result of the speech analyzer between pre-therapy and post therapy
showed that there was a difference in pronouncing lexical in a clear syllable,
whether it was a vocal or consonant sound in every word and syllable. Other
than that, there was a space between waves and height of sound waves in the
sequential of pronunciation. The sequential waves were marked by the
longitudinal process which was average at the beginning and the end as a form
of cortical movement command from the brain towards the speech organ in the
articulatoris.
CONCLUSION
From the research that was done, it could be concluded that verbal
disabilities in the aspect of neurolinguistics research are a form of speech
disorder. In this research, one of the discussed things was a form of speech
disorder in a mentally disabled child, with case F, who had verbal disabilities
in communicating with other people in his environment. Different forms of
speech disorder could be seen from the child’s verbal disabilities in producing
language sounds.
A disorder of speech disability and speech of the person could be caused
by the disorder in communicating. Many factors that caused communication
disorder could be seen from 2 things, that was through internal and external
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factors. In F’s case, who was had verbal disabilities, a disorder in producing
language sounds was found. Between 6 months of observation on F at the age
of 10,0-10,6, many disorders were found in the form of loss (37 percent),
change (22 percent), irregularity (12 percent), shortened form (5 percent), and
addition (8 percent) of his verbal disabilities phonemes. Verbal disabilities that
happened in F happened due to the unpreparedness of the speech organ and F’s
psychoneurologist to produce phonemes according to articulation places and
ways, especially in trill and consonant phonemes.
Based on F’s phonetic aspect, it was found that the fricative was a sound
that was difficult to be used, that it resulted in not appearing or even became a
loss. The persistent of sound in F was very slow in using his language. The
complexity of the peripheral nerves tissue that produced a sound which F
needed to be caused F to look more like he was trying rather than activating
the articulation nerves tissue. The inactiveness of this tissue could be caused
by internal or external factors.
After doing the speech therapy towards F, then a percentage result of
post- therapy was gotten as following: Repeating frequently used words (70),
manipulating names of things (22 percent), understanding real pictures (46
percent), phonemic help (37 percent), visual and sound stimuli that were intercorrelated (67 percent). The speech ability of F had gotten better, and it was
proved by the raise in the index of syllable amount, accuracy of pronouncing
and meaning of what was being said. Besides that, it was also proven by the
waveform’s sequential vibrate from the speech analyzer compared between pre
and post speech therapy on F.
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
Hedges. Pocket Guide to Assessment in Speech-Language Pathology.
(second edition).
Ingram, John C.L. Neurolinguistics: An Introduction to Spoken
Language Processing and Its Disorder. UK: Cambridge University Press.
2001.
Kohn, Susan E. “Segmental Disorders in Aphasia” dalam Linguistics
Disorders and Pathologies, ed. Gerhard Blanken, Jurgen Dittmann,
Hannelore Grimm, John C. 1993.
Marshall, dan Claus-W. Wallesch, 197 –209. Berlin/New York: Walter
de Gruyter
Nunan, David. Research Methods in Langguage Learning. Cambridge:
Cambridge University Press. 1992
Obler, Loraine K. & Kris Gjerlow. Language and the Brain. UK:
Cambridge University Press. 2006.
Porch, Bruce E. Porch Index of Comunicatif Ability (dalam Sastra,
2014). Padang: Andalas University Press. 1971
Prins, D. Gangguan-gangguan Komunikasi Hemisfer Kanan dan
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Universitas Andalas, August 24, 2017
[9]
[10]
[11]
[12]
[13]
[14]
Pemeriksaan Komunikasi Hemisfer Kanan (PKHK). Jakarta: Djambatan.
2004.
Sastra, Gusdi. Neurolinguistik: Suatu Pengantar. Bandung: Alfabeta.
Sastra, Gusdi. ”Penerapan Model Terapi Linguistik Penderita Disartria.
Laporan Penelitian. Padang: Universitas Andalas. 2014.
Sastra, Gusdi. “The Application of Behavior Therapy Model for the
Improvement of Speaking Ability of Dysarthria Patients”. Humaniora:
Journal of Culture, Literature, and Linguistics. P. 51-58. Yogyakarta:
Gadjah Mada University. 2016.
Sastra, Gusdi. “Penyusunan Model Terapi Wicara untuk Berbagai Jenis
Gangguan Berbahasa dan Berbicara”. Laporan Penelitian. Padang:
Universitas Andalas. 2014.
Setyono, Bambang. Terapi Wicara. Jakarta: Bukut Kedokteran. 2000.
Sudaryanto. Metode dan Aneka Teknik Analisis Bahasa. Pengantar
Penelitian Wahana Kebudayaan secara Linguistik. Yogyakarta: Duta
Wacana University Press. 1988.
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Learning Foreign Language in Pre-Puberty Age Base
on the Function of The Brain’s Hemisphere
Gusdi Sastra
Faculty of Humanities, Andalas University, Indonesia
sastrabudaya84@gmail.com
Abstract
This paper discusses the learning of foreign language in before pre-puberty age, base
on the function of the brain’s hemisphere. The aim is to find out how the brain
processes during pre-puberty and the effect towards the development of children’s
language in acquiring and learning more than one language. Theoretically, this topic
explains the connection of learning Foreign language during pre-puberty from the
language neurology point of view, whether positive or negative, towards the cognitive
and emotional development of a bilingual child. Theoretical analyses and some
researches have proven that learning Foreign language during pre-puberty age has
a positive and negative effect towards the development of children, cognitively or
emotionally. Due to this, an effective learning strategy is needed if children of prepre-puberty school age are introduced and taught English as their second language.
Other than that, the role of government as the decision maker is very much needed so
that the education process could give positive value towards a nation’s character,
culture, and improvement.
Key words: foreign language, pre-pre-puberty, hemisphere, cognitive, emotional
INTRODUCTION
Neurolinguistics is in macrolinguistics area which is interdisciplinary,
especially with neurology and psychology. As an applied linguistics, the
development becomes rapid as it gives a contribution towards knowledge. It
does not only do researches on different kinds of impairments such as using
language, speaking and thinking that people experienced, but it also acts as a
reference in solving all kinds of language and culture problems. Language and
culture are two words which are inseparable as language is the product of
cultured humans. Without language, a human being will not be able to convey
his or her thoughts, whereas a human being’s thought is influenced by the
culture that shapes it.
How a human being can process his or her thought until it can use
language could be base on the development of the brain’s function. The brain’s
function is influenced by the environment that shapes it. Due to this, the role
of culture becomes very important towards the speaker’s attitude in using
language and his or her society. One of the roles is through learning the
language. One of the learning processes that affected the culture of a society
that’s using a language is through teaching a foreign language as the second
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language for children because this learning process affects the civilization of a
nation. This paper is organized to see how bilingualism affects children by
seeing it from the development of the function of the brain’s hemisphere during
pre-puberty age, cognitively, emotionally, or even socially towards children.
DISCUSSION
Development of the Brain Hemisphere’s Function During Pre-Puberty
Age Brain andLanguage
A peripheral nerve system connects a person’s brain and body. This
system, which coordinates the important functions in one’s body such as
breathing and the adjusting of the body’s temperature is also known as the
autonomic nerve system (Lumbantobing in Sastra, 2011). To be able to use
language and speak, the nerve that controls muscles will coordinate speaking
vices such as the tongue and jaw. Every muscle which is important to
communicate will be controlled by the nerve and will be connected after
getting orders from the brain.
Every nerve is made up of one cell body with one or more extentions like
an electrical wire that connects the source of energy with the instruments. The
extentions or branches could be very long, and it could bring impulse to the
outer part of the cell’s body. The axon of a cell is the extention that brings
impulse towards the outer part of the cell called dendrite.
Every nerve cell or movement neuron trains the muscle’s fiber on its
movements’ sequence, causing a change of electrochemical and go against the
muscles’ contraction. It happens because every muscle’s fiber has an end from
one peripheral nerve (Aichitson, 1994). When a nerve’s impulse reached the
end of this movement, then the asetilkholin will be released. The same also
applies to every message that is passed by a lexical message. For example, the
different phonological sound of /R/ in Indonesian language with the /R/ sound
in English, or the sound of /a/ in French with the /a/ in Germany, could not be
pictured how the simple contraction of the tongue happens, because the whole
structure of the tongue will be different when trying to release those two
sounds.
When someone speaks, the muscles which control the articulation, like
the tongue and jaw have to be de-concentrated in a proper sequence. If a
message is written, the hand muscles have to be controlled well. To create a
sign in a visual body language or sign language, all body posture, facial
expression, and the shifting of the hand have to be well de-coordinated wholly.
The order of triggering nerves in the brain looks like a small road that
connects receptor sensor to the brain. When we speak, the tongue will be
controlled by a pair of cranial nerves called hypoglossal nerves (Lenneberg in
Sastra, 2011). The working system and anatomy of this nerve are different
between men and women, until the order of the tongue while speaking among
individual or between men and women becomes different. It is difficult to
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picture how a sound contracts with the tongue in the relaxation movement of
the tongue touching the articulation spot.
The process of using language in the brain is a process portrayed by
someone by his or her thinking ability and behavior, speaking, producing
voice, and speaking out everything that is in connection to sound. When this
process goes on without any obstacle than that person will be able to
understand and use communication sign, known as language, through the
receptive and productive process. The nerve involved in the process of using
language to produce speech are the cranial nerves, which are the V, X, and XII
nerves. Cranial nerve V (trigeminal nerve) is associated with the movement of
the mouth and jaw, cranial nerve X (vagus nerve) is associated with the
muscles of the vocal cord, and cranial nerve XII (hypoglossal nerve) is
associated with the movement of the tongue. Every individual has a different
working system in the cranial area that resulted in a difference of idiolect every
time language is being used.
The autonomic nerve system develops rapidly until pre-puberty age. That
is why the development and creativity of the right hemisphere in children will
give a very big effect towards the nerve’s cells in Wernicke and Broca area,
which are the centre of intellectual intelligence, through language. The cranial
nerves in pre-pre-puberty age could be commanded by the centre of language
naturally, so there will be no difference which is difficult in understanding and
producing the second language. It makes the children easier to adapt and
communicate socially well even though it is different from their mother tongue
language.
Brain’s Hemisphere
A person’s behavior in using language is a mirror of the way this person
thinks, and this is molded through a pretty long process in a person’s life. Other
than family, society and cultural factors in an environment where this person
grow up in also play a part. The treatment on developing the brain, beginning
from inside the mother’s womb until pre-puberty age, is throughout the
lateralization process and localization of the brain between the right and left
hemisphere. Base on the psycho-neurolinguistics aspect the forming of
someone’s intelligence and personality has begun from the time a child is in
the womb, that is, since the single neural plate layer is formed at the middle
back part of the brain’s embrio (Geschwind, 2000) on the fourth month of a
developing foetus. It will keep developing rapidly start from 0-5 years of age
up till pre-puberty age (approximately 11-13 years old) in the right hemisphere
area, followed by the development of the left hemisphere. The input sensor
which is processed in the cortical movement area on the right side of the brain
will send the somatosensorik message to the Wernicke and Broca area in the
left hemisphere to become the linguistically competent system.
When the development becomes positive now, that is the sensor and
movement flow from the right side of the brain and continued on the left side
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of the brain, then, a positively developing brain will be received with the
intelligence of the right side of the brain. Because of that, age 0 to
approximately 12 years old of a child’s pre-puberty moment is the process of
the brain’s lateralization which decides the process of creativity of the mind’s
intelligence, choosing of language, and the ability to behave. Lateralization
process is the activeness of the asymmetric cells in both hemispheres
progressively or the hierarchy of the left and right cortical in a limitless
amount. The movement of cells will be able to coordinate wholly, depending
on the command owned by the intelligence of the hemisphere before prepuberty (Obler, 1999). Due to that, being fluent in using a certain language or
more and able to behave positively is very much connected to the application
to the brain area before pre-puberty age, because the problem of fluency and
behavior is not the task of the left hemisphere, which task is to organize the
development of someone’s intellectual, but it depends on how someone treats
the right hemisphere in achieving creativity and emotional maturity in
expressing his or herself
The development of the right brain is greatly decided on what kind of
treatment is given to the brain until it can develop well according to its
function. As the creativity and emotion in situated in the right hemisphere, the
development of the nerve’s cells in this part then becomes very important for
the fluency in using language and the child’s emotional intelligence. It is the
part that differentiates one individual from another, and this is also the part
which plays a role in using the competence that is already owned by the left
brain.
Moreover when the base on the development of cells in the brain where
the right side of the brain develops very quickly during the golden age. The
rate of development happens both internally and externally. When the
treatment that it got by the brain is positive, the child will develop well,
whereas the left side of the brain progressively will develop according to the
child’s age without having to be forced. Life's needs make the cells in the left
hemisphere develop on their own without having to be ignited too early, as this
could disturb the development of the right hemisphere. The corpus collosum
that connects millions of nerve’s cells between the two parts will shape
creativity, fluency in using language, and also the child’s character. The
control of the development of this area goes on up till pre-puberty age
(approximately until 11-13 years of age).
To create creativity, fluency in using language, and someone’s
character or behavior, it is greatly based on the treatment towards the brain’s
development in pre-puberty age, which is the rapid development of the inner
limbic area located towards the middle right side of the brain. This limbic
system is very influential towards someone’s creativity, havior or attitude
(Bloom et al, 1996). After that is done, then shaping it is not as easy as it is
when done during the pre-puberty age. Other than that, Dulewicz and Higg
(2001) stated that by activing the right hemisphere are could rise the child’s
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emotional intelligence. This emotional intelligence is not brought genetically
by the child from birth, but it is something which could be trained through an
education system which could raise creativity and shape the child’s character
or personality.
Because of that, the creativity system and character education have to
be done since a very young age, in fact since the baby is still in the womb, preschool age (0-5 years), and primary school age (6-11/12 years). Going towards
pre-puberty age is the time where the nerve’s cells in the developing brain
becomes very active, because, when it is pre-puberty age, the brain’s
localization process is already perfectly formed such that the child’s creativity,
choice of words and the planting of character values becomes effective
(Geshwind, 2000). Psychological experts call this age as golden age and silver
age because at these ages it has been proven to decide the ability of the child
in developing his or her potential. The result of research has shown that 50%
of an adult’s intelligence variable has happened since the age of 5. The next
30% raise will happen at the age of 6-12 years, and the other 20% is in the
middle or end of the second decade. Based on this, it is a must that creativity
process, fluency in using language and characterized education to start from 0
to pre-puberty age. Due to this, the education system should be every family
member’s, schools’, and the government’s responsibility, including in teaching
the usage of language, whether mother tongue, national language or even the
second language, because, through language, an individual personality is being
shaped to be the future character of a nation.
The Effect of Bilingualism on Children of Pre-puberty Age
Bloomfield (1933) stated that a bilingual is someone who acquires two
languages or more with the ability of a native speaker. Bilingual is a name
called to someone who uses two or more languages which are different in
pronunciation, syllables, and syntax. Psychologists differentiate bilinguals
with monolinguals into two definitions, first language for the mother tongue
and second language for a language besides the mother tongue (Matlin, 1994).
Mother tongue is a language used for the first time in the family that is
purposely taught by the parents (usually by the mother) to the child in the early
stage of the child’s life.
According to language and education experts (in Maitlin, 1994), a child
that receives and acquires a language bilingually in pre-pre-puberty age 0-12
years has a number of advantages and some of them are: communication,
careful in deciding meanings that change in different languages, more aware
in some pragmatics aspects from the different languages, more flexible and
creative and also shows a greater ability in nonverbal intelligence, having a
better analytical orientation than a monolingual child, and has a hermeneutic
in interpreting sentences that contains ambiguity.
On the contrary, Taylor (1990) mentioned that a bilingual child needs
more energy to simplify his or her pronunciation and usually slow in making
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decisions about language even though this does not block the child from
communicating. A structured education process makes the learning of the
second language (English) able to be done after the child enters school age.
Then, Jefferson (1922) stressed that the ability of the brain to acquire and
remember two languages would decrease the child’s ability to study other
things. He stated that the child’s memory becomes less effective as the brain is
keeping two systems of languages, which signalized that the capacity of the
child’s memory does have a limit.
When base on the neurology point of view, Jefferson’s opinion is quite
contradictive because someone’s brain from age 0 to pre-puberty develops
very rapid and the capacity is limitless. The more reaction or stimulant is given
from the outside, the more developed the nerve’s cells, amounting to millions,
will be. The very rapid development has to be guided and shown through habit
in different aspects, including regarding introducing the second languages
besides the first language that is already acquired by the child. Nonetheless,
one also has to pay attention to the social aspect so as not to find any nonprofitable impact towards the development of the child’s personality and
behavior until the age the child finishes Primary School.
As the language area is situated in the left hemisphere, it means that
bilingualism will affect the intellectual development or cognitive ability of the
child, so learning language has to be done as interesting as possible in pre-prepuberty as so not to decrease the development of creativity and emotion in the
right hemisphere, especially in the preoperational stage (2-7 years) and
concrete operational (7-11 years). In the developing stage of concrete
operational intellectual, the child is already able to make concepts and solve
simple problems as long as it includes known objects and situations. When
forced, then it will disturb the development of both hemispheres in the child’s
brain which is developing rapidly at that age, whereas in the sensorymotor’s
stage (0-2 years) is the time when the child is using his or her receptive
maximally from the stimulus given by the environment. In the preoperational
stage, the language area in the left hemisphere of the child’s brain is receiving
well, that in turn, the stimulus language heard by the child will be received and
produced well. It means that at this age, the child will be a bilingual naturalism
towards the language that received and learned, especially when the child is in
the environment that’s speaking the language that the child is receiving. Livi
Zheng is an example of a successful bilingual because she lived in a
multilanguage environment and changing places when she was in pre-prepuberty age (Blitar, Jakarta). Then after pre-puberty age, she lived in Beijing,
China and fluent in speaking Chinese, in graduate age, she went to America
with her fluent English to take her master’s degree, yet she was still active in
using the Indonesian language well. There are many examples of cases that
being bilingual does not have a negative effect towards the brain’s
development in a child, like a child being bilingual when following his or her
parents to study abroad in the golden age.
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Learning English in Pre-Pre-puberty Age
From some referential sources, it is stated that are pros and contras in
teaching Foreign language to children, especially in pre-school (Kindergarten)
and Primary School age. English, as an international language, has become
very important to be acquired in this globalization era, but of course, teaching
a foreign language as an international language needs a lot of thinking. Not
only from the aspect of teaching materials, but the more important thing is the
child’s age and the way the teaching is done.
It is a positive thing to want a child to be able to acquire English as one
of the International languages as long as there is no forcing and making the
child uncomfortable. For this to happen, both parents have to pay attention to
the child’s potential and sociality. For bilingual parents that use English,
English is of course introduced to the child from a very young age. When the
child’s mother tongue is either bahasa Indonesia or a dialect, then the mother
tongue has to be taught earlier. Cummins, J & Swain M (1986), a bilingual
expert stated that a child that is taught mother tongue first (either bahasa
Indonesia or dialect), then it will be easier for the child to acquire other foreign
languages. According to David, when the child wants to acquire a foreign
language, the first thing that the child should do is to fix the use of his or her
mother tongue. The better the child’s ability in using language, the faster the
child will be able to transfer and learn his or her second language. This theory
has been proven by David to his students in Mexico City.
Teaching foreign language to a child in pre-pre-puberty age means
teaching a foreign language to pre-school children in Kindergarten and school
age in Primary School because averagely the children will reach pre-puberty
towards the end of primary school or at the beginning of junior high school.
To teach English in pre-pre-puberty age, maybe some conditions have to be
looked upon to. Those conditions will influence the child’s acquisition of
foreign language and also the child’s social behavior. Why does it have to be
in pre-pre-puberty age? By the golden and silver age as explained above, the
child’s brain is still in lateralization process before being perfectly divided
between the right and left hemisphere during the pre-puberty age. Hoe the
brain’s hemispheres process during this age have been explained above, and
they are very influential towards the child’s cranial nerve cells’ reaction in
producing language.
By the working functions of the right and left brain hemispheres, then,
before pre-puberty age is the most effective and easy time to teach children to
acquire more than one language. Even though Broca and Wernicke
theoretically stated that the language is is the left side of the brain, yet the role
of the right hemisphere is very big in helping the intelligence of the left
hemisphere. The creativity an emotional role located in the right hemisphere
during the golden and silver age will cause the nerves cells, that functions
language, to be able to work maximally and cause the intelligence memory in
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the child to develop positively, beginning from the process of the nerves cells
creativity located in the right hemisphere of the brain. David stated that a
bilingual and multilingual child has a higher intelligence level than a
monolingual child.
When the child is already of pre-school age in Kindergarten and school
age in Primary School, the child could be taught English, as long as the process
of teaching still prioritizes towards the development of the left hemisphere’s
creativity. Besides using playing as a process of learning, an interesting media
also has to be used to children so that the development of the right brain will
be challenged as well. Moreover now, there are already many models and
learning strategies to learn English as a foreign language that is important for
a child to acquire in the future. It could be done either in the form of software,
books, or other learning media. For that, learning English does not prioritize
tenses or patterns of English, but it prioritizes knowing English interestingly
and using it in communicating. Of course, the learning model and strategy are
fitted to the age and education level with an organized learning hour, and not
too much, because the development of the brain will develop according to the
child’ age. When it reaches the stage of giving results in learning English,
either giving the child a pass or fail, will affect the child’s attraction towards
foreign language. Let the child do it naturally, whether he or she can acquire
or not, as long as the process has been given according to the child’s age
because the potential of every child is different from one to another.
Besides that, teaching a foreign language to a child is teaching culture
and teaching the child to be able to communicate well with the environment
(Zunlinadya, 2015). Don’t let the child be alienated from his or her
environment just because the child is using a foreign language. The child will
be less communicative with the people around, and the child will in turn not
have emotional intelligence because the right hemisphere is not developing
positively. On the other hand, a child who acquires mother tongue language
very well will have a strong foundation to learn a foreign language and will be
able to acquire it easily later on. Besides that, the child will be saved from
having the risk of learning difficulties or other problems due to being not ready
for learning a foreign language. According to experts, an ideal age to learn a
language besides mother tongue is the age between 6-12 years old. At that age,
the child’s memory is in a very elastic condition that the absorbing ability
functions automatically through the learning process. This will affect creativity
through the development of the right brain hemisphere’s intelligence. Of
course, learning English in Indonesia has to be done since the child is in prepre-puberty age. But of course, through teaching materials, the interesting
learning process and strategies which are by the child’s age is to activate the
right brain’s creativity until the brain’s lateralization process is perfected in
pre-puberty age.
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CONCLUSION
According to the explanation above, it could then be concluded that some
things that are associated with learning English in pre-pre-puberty age are as
following:
1. Language and culture are two words which could not be separated
because language is a product of cultured human beings. Without
language, humans will not be able to convey their thoughts, whereas
human’s thought is influenced by the culture that shapes it.
2. The brain’s function is influenced by the environment that shapes it.
Because of that, the role of culture becomes very important towards the
speaker’s and surrounding’s speaking behavior. One of the roles is
through learning the language.
3. The process of using language in the brain is a process that someone
portrays through ability and thinking behavior, speaking, producing
sound and producing everything that is associated with sound. When this
process goes on smoothly without any hurdles, then that person will be
able to understand and use communication signs, called language,
through receptive and productive processes.
4. To shape creativity, fluency in using language, character, and behavior
depends on the treatment towards the brain’s development in pre-prepuberty age, which is the rapid development of the inner limbic system
which is located in the middle right side of the brain.
5. Towards pre-puberty age is the time where the nerve cells develop fast
in the brain, because, during pre-puberty, the brain’s localization process
is already shaped perfectly, thus making the child’s creativity, choice of
language and planting of positive values become effective.
6. A child that is taught mother tongue since young (bahasa Indonesia or
dialect) will find it easier to acquire other foreign languages. The better
the child’s ability is, the faster the child will be able to transfer and learn
his or her second language.
7. Teaching foreign language in Indonesia could be done since the child is
in pre-pre-puberty age. But one has to pay attention to teaching material,
interesting learning process and strategies which are by the child’s age,
so that it could activate the right brain’s creativity in pre-pre-puberty age.
REFERENCE
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[2]
[3]
Aitchison, J. 1994. Words in the Mind: An Introduction to the Mental
Lexicon. Oxford: Blockweel Publisher.
Bloomfield. 1933. Language. New York: Hott, Rinehart and Winstons.
Bloom, R at.al. 1996.”Right and Left Hemispheric Contriburions to
Discourse Coherence and
Cohesion”. International Journal of
Neuroscince, 88: 125-140.
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Universitas Andalas, August 24, 2017
[4]
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Cummins, J. & Swain, M. 1986. Bilingualism in Education. London:
Longman.
Dulewicz & Higg, 2001. ”Right Hemisphere and Creatifity”. Journal of
Linguistics.Vol.2.no 5.p:89. Cambridge: Univ.Press.
Geschwind, K. 2000. Clinical Management of Left and Right
Hemisphere Dysfungction. Marylan: Aspen System Corporation.
Obler, K. Oraine and Kris Gjerlow. 1999. Language and the Brain.
Cambrigde University Press.
Matlin, M. 2002. Cognition. 5th Edition. New York: Wiley.
Nasution. 2013. Pendidikan Inovatif. Yogyakarta: Pustaka Pelajar.
Sastra, Gusdi. 2011. Neurolinguistik: Suatu Pengantar. Bandung:
Alfabeta
Simanjuntak, M. 1990. Pengantar Psikolinguistik Moden. Kuala
Lumpur: Dewan Bahasa dan Pustaka.
Tylor, L & Taylor MM. 1990. Psyholinguistics: Learning and Using
Langguage. Englewood Cliffs. New York: Prentice.
Watson, J. 1984. Behaviorim. New York: Norton.
Zunlinadya. 2015. “Bahasa dan Sosial”. Dewan Bahasa. Kuala Lumpur:
Dewan Bahasa dan Pustaka.
AUTHOR’S BIOGRAPHY
Gusdi Sastra, M.Hum., Ph.D., is a lecturer in Faculty of Humanities Andalas
University, got bachelor’s degree in Faculty of Literature Unand 1984-1988,
master’s degree in linguistics program in UI 1992-1995, Research Student in
Gifu University Japan, 1998-2001, doctoral degree concentrating in
neurolinguistics in Putra Malaysia University, and post doctoral degree in
Hamburg University, Germany, concentrating in Speech Therapy 2009-2010.
Have worked as a Visiting Lecturer at Hamburg University, Germany and
Wako University, Japan from 2011-2012. Address in Perumahan Citra
Alamara C/9 Korong Gadang, Kuranji, Padang. Now entrusted to be the head
of Linguistic Community Indonesia, Andalas University branch, head of
Indonesia Literature study program Faculty of humanities, Andalas University,
and doing many research topics under the umbrella of neurolinguistics.
Retrieved the Dikti research sponsorship since 2007 and recently are two
periods of competence schemes. Competence research that is ongoing is the
Bioaqustic Analysis Through Spectogram Speech Analyzer to Test The Raise
in Communicating Ability of Different Kinds of Speech Disablities.
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Language Attitude and Sense of Brotherhood During
Bargening Reflected in Minang in Rantau
Handoko, Dwi Anggreini Waskito Putri
Universitas Dharma Andalas Andalas, handzain@yahoo.co.id
Universitas Negeri Padang, dwi2orchid@yahoo.com
Abstract
Marantau has been a typical characteristic of Minang people that reflect their
independent. Since they are away from their family, the awareness of brotherhood is
very important for them. The term urang awak has been a jargon of Minang people,
especially in foreign land. This research is aimed to describe the language attitude of
Minang people during bargaining that reflects the brotherhood value. By using
sociopragmatic approach, the research focuses on utterances and jargon used by
Minang people. The data are taken from oral communication which is analyzed by
using speech act and related aspect including ideology, cognitive psychology, and
social cognitive of the speakers.
Keyword: Merantau, Minang, Language Attitude, Brotherhood, Value
INTRODUCTION
Language is defined as a social institution which derived from social
practice. By this definition, language is not merely a linguitic form; sounds,
words, or sentences, but it refers to function, value, and ideology (SalmaniNodushan, 2006). In a social context, the meaning of a word does not refer to
lexical meaning. The meaning resides in the human mind which are
constructed through social practices. Since humans are unique who have
different minds and personalities, then the meanings are diverse as well.
Thus, in practice language use includes not only morphological and
syntactic aspects but also includes the socio-cultural aspects that come together
or implied behind the use of the language. As stated by Leech (1996: 47) that
in speaking, speakers not only involve speech act but also involve speech
event. Therefore, it is necessary to analyze linguistic aspects as well ass social
practice during the use of language.
METHOD
This research is aimed to analyze language attitude during bargening
between Minang speakers in ratau which reflect a sense of brotherhood. The
data are taken from library research and interview. The object of the research
is utterences of Minang speakers produced during a bargening situation in
Rantau.
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Conceptual framework
In communicating, according to Kachru and Smith (2008), people
involved in communication exchange three types of information:
1. Conceptual information: information about facts presented in
linguistic form
2. Indexical information: information about the speaker. Listeners
usually use this information to identify identity, personality, attitude,
and emotions.
3. Interaction-management information: information that allows
participants to start and stop an interaction, divert the conversation,
set the talk time, and so on.
Hence, in addition to information about the topics and ideas,
communication between speakers and listeners also contains information about
identity, background, attitudes, and emotions. Knowledge of the three forms
of the information above allows participants to communicate well.
In social interaction, where language is used in certain contexts, the
meaning and function become something relative. In other words, there is no
single linguistic form, either a word, a phrase or a sentence, which has only
one meaning or one function. The meaning and function of a linguistic form
are based on the context in which it appears called context. Here, a linguistic
theory not only deals with the grammatical competence of speakers and
listeners but also addresses communication behavior in cultural contexts
(Hymes, 1960). When someone speaks or writes, then at the same time he also
creates a context where both are mutually dependant (Yule, 1996). Here,
lingusitcs analysis not marely depend on linguistic form, but also concern
about language attitude.
Language attitudes are strongly influenced by their social background.
Garret (2007) states that the attitude of the speaker language consists of three
components, namely cognitive, affective (emotion) and behavior. Although the
attitude toward language is an individual factor, language attitudes cannot be
separated from social factors that shape the meaning and representation of
language. In a bilingual or multilingual society, the speaker must choose which
language to use. There are three types of choices: by code switching, by code
mixing, or by using a variation in a given language. At a more advance level,
language as a form of social construction is seen not only as something
naturally formed, but rather a naturalized one. Therefore, discourse as the
largest linguistic form cannot be seen only from one perspective.
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External Factors
Internal Factors
Power
-
Speech event
Knowladge
Cognitive psychology
Social Awareness
Ideology
Speeh act
Context
Figure 1. Meaning construction
Figure 1. shows several aspects that influence how meaning is constructed in
a social context. When people use language to communicate, they used
linguistic form based on internal and external factors. Internal factors deal with
the speaker itselfs, including knowladge, cognitive psycology, social
awareness, ideology, and so on. In another hand, external factors deal with
things outside the speaker, including speech acts and speech.Then, they
formulated these according to the context of speaking as well as power which
influences during the conversation. This research focuses on the analysis of
speech act and language attitude by focusing on the social awarness and
ideology of the participants.
Marantau, Nature of Minang
Minangkabau is known for its devout people, trades, and marantau
(migrate), the three traits are characteristic and identity of Minangkabau
society. Apart from these three traits, the Minangkabau people are also familiar
with the concept of marantau. Marantau is defined as leaving hometown and
settle in another place to provide a decent life (Amir, 1982: 219).
The matrilineal system adopted by the Minangkabau community
provides a great responsibility for boys. As Minang proverb states “ka ratau
madang di hulu, babuah bajuo alun, marantau bujang dahulu, di rumah
baguno alun”. The saying implies that boys should seek sustenance in other
areas. It is because the boys in the house do not have a special place, which
opposites to the girls. This social sonstruction has pushed boys to migrate to
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various places in Indonesia and abroad to pursue success. Here, rantau is
defined as the area outside the Minang territory.
Among factors that support the success of Minang people in rantau is
the principle they hold, Dima bumi dipijak disitu langik dijunjuang means that
wherever he is, he must respect the customs of the local people without losing
his identity as Minang people. It is what makes the Minang people acceptable
anywhere. Minang people are known for their obedience in holding cultural
values; this attitude remains when they marantau. Among ideology or
principle that still maintain in Minangkabau community in rantau are the
kinship and brotherhood. Therefore, in any place where there are Minang
people, there must be a Minang community which respects to their cultural
value.
DISCUSSION
Data 1
Malioboro, Yogyakarta,
[1] Sepaker 1
: Sijine piro Mas?
[How much?]
[2] Speaker 2
: selawe ewu Mbaaak…”
[25 thousand rupiah, mom]
[3] Speaker 1
: Walah.. Larang men to.. Nek tuku telu, dadine piro?”
[such an expensive, how much for 3 piecies?]
[4] Speaker 2
: Yaa 75 ribu mbaaak
[75 thousand rupiah, mom]
[5] Sepaker 1
: 3, 50 ewu yooo..!
[50 thousand for these three!]
[6] Speaker 2
: Iso ae Mbak.. Tapi plus cium
[Well, Ok, but with extra kiss]
[7] Sepaker 1
: Ayolah Udaa.. Tigo, jadi limo puluah yoo..
[come on, sir, 50 thousand for three piecies!]
[8] Speaker 2
: Wah, lai urang awak mah
[Well, you are Minang as well!]
[9] Sepaker 1
: Iyo Da.. Uda urang ma?
[Yes, I am, where are you from?]
The conversation above occur in Maliboro, Yogyakarta. It can be seen
that there are several language variations used in the conversation. Here, since
the conversation takes place in the Javanesse speaking community, speaker 1
[1] initiate the conversation by using Javanesse language. The utterence “Sijine
piro” is a common expression used to initiate bargening in Javanesse. It also
can be seen that the respond of speaker 2 [2] also used Javanesse language. In
the utterence [3], try to do bargenning by responding that the price is too
expensive and continue with asking price for several units. Here, speaker 1,
still uses Javanesse language. However, as a respond to the question, instead
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of using Javanesse, speaker 2 [4] uses bahasa Indonesia. Here, speaker 2 switch
the language from Javanaesse language to bahasa Indonesia. When using
bahasa Indonesia, Speaker 2 uses Minang accent. This becomes a new
knowladge for speaker 1 about the background of speaker 2.
In utterecen [5], speaker 1 still uses Javanesse language eventhough she
knew that speaker 2 is a Minang people. Here, speaker 1 tries to negotiate about
the price by her bargin price. As a form of disagreement toward the price,
speaker 2 uses humor to keep politeness during the bargening. It can be infered
from utterence [6], “... tapi plus cium”. Of course, the use of humor could low
down the tension during bargening. Using her knowladge of speaker 2
backgrounds, speaker 1 uses Minang langauge to bring closeness to speaker 1.
Utterence [7] consists of Minang language “Ayolah Uda,..tigo jadi limo
puluah yo”. The pronoun “Uda” is politeness marker for male speaker
typically used by Minang people. This utterence triggers the sense of
brotherhood; it can be seen by the respond of speaker 2 [8] which resplect his
amusement toward speaker 1. Utterence [8] contains interjection “wah” which
reflect emotion. Then, speaker 2 use of jargon “lai urang awak mah” which
show his attitude toward brotherhood. The jargon “urang awak” is among
typical phrase used by Minng people to show intemacy and brotherhood. It
means that both speaker and addressee are from Minangkabau. This intemacy
is loosened the conversation, speaker 1 in utterence [9] then uses a further
communication device to lead the speaker 1 to further discussion. The
expression “Uda urang ma” is used to identify a specific region in
Minangkabau where the speaker 2 came from.
Data 2
Tanah Abang.
[10] Speaker 1
[11] Speaker 2
[12] Speaker 1
[13] Speaker 2
[14] Speaker 1
: Berapa nih Pak, sprei yang nomor 2, kalau saya beli
1/2 kodi?”
[How moch is bedcover no. 2, if I take twenty]
: Murahlah.. Takkan saya kasih mahal ke neng..
[it’s cheap, I will not sell to you with high price]
: Onde Pak Haji, samo-samo urang awak ko… Jan
maha-maha sarupo itu.. Nanti awak jadi langganan
disiko..”. [Come on Pak Haji, as Minang people..
please don’t put too high price.. If so, I will be your
loyal customer]
: Yo lah.. Yo lah.. Ka dikirim ka ma ko barangnyo..?”
[Ok then, where should it delivered?)
: Ka Makasar, Pak Haji..
[to Makasar, Pak Haji]
The conversation above take place in Tanah Abang market, one of the
largest market in Indonesia, located in Jakarta. The conversation above discuss
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bargening in a shop. Here, speaker 1 opens the conversation by asking the price
of the object by using bahasa Indonesia. To respond the question, speaker 2
use utterence [11] with Minang accent. Beside, the accent, it alsco can be
infered from the structure of sentence he uses. Here speaker 2 uses the typical
structure of Malay language that is by fronting the predicate:
[11a] takkan saya kasih mahal ke neng
[11b] Saya tidak akan kasih mahal ke neng
It can be infered that the speaker tries to use bahasa Indonesia with Malay
structure. Therefore, beside the conceptual information, speaker 1 also can
grasp indexical information about speaker 2. She got the new information
about the background of speaker 2 which indicates that he is Minang people.
Then, in utterence [12], speaker 1 uses her knowladge about speaker 2 and uses
Minangkabau langauge to bring closeness. The word “Onde” is a typical
expression of Minangkabau langauge to express various emotion based on the
context and prosodic of the utterance. Here, the word “onde” is used to
complain about the price. Next, speaker 1 also uses personal marker “pak
Haji”. The phrase “pak Haji” is usually used to express salutation for someone
who hd done hajj pilgram. Speaker 1 uses this personal marker to show her
respect and to bring closeness to speaker 2. She uses it to maintain politeness
by avoiding face thratening. After using a personal marker, speaker 1 mentions
her complain by using imperative sentence and continued by declarative
sentence as a promise.
Beside using politeness strategy, speaker 1 also uses jargon to bring
intimacy. She uses the jargon “samo-samo urang awak” to let the speaker
know that She is a Minang people as well. She belives that by bringing the
issue of brotherhood will benefit her since Minang people believe that all
Minang people are brother and they support one another and loyal. As reflected
from Minang saying “Tatungkui samo makan tanah, tatilantang samo minum
aia” or saying “mandapek samo balabo, kahilangan samo marugi. These
sayings have become one of the spirits of Minang people in rantau where there
is no one to rely about expect for Minang people, which later on become jargo
“urang awak”.
In respond to utterence [13], speaker 2 uses the affirmative function as
he utters “yo lah..yo lah”. Here, speaker 2 switch the language he uses to
Minang language. Here, the utterence shows that he affirms and bestows to
Minangkabau philosophy that Minang people have to treat his ethnic member
well. He agrees to give the lower price to speaker 1. The next utterence only
for completing the communication intention.
DISCUSSION
From the analysis of two conversations above, there are several things
that can be infered regarding language attitude and social value. As for Minang
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people, among the characteristic, they posses is to respect other culture where
they live. It is written in Minangkabau philosopy, “dima bumi dipijak, disitu
langik dijunjuang” which means to respect other culture. From the
conversation in data 1, this value can be seen from the language attitude of
both speakers. Although both speakers can speak bahasa Indonesia as a lingua
franca of Indonesian, they both use Javanesse language to respect the land and
the people where they stay. The similar attiture also reflected in data 2 where
speakers use code switching from bahasa Indoensia to Minang language. This
possitive value is the factor which makes people love Minang people and avoid
horizontal conflict.
Secondly, the conversations above also reflects how Minang people
perform denial with polite utterence. Minang people to use pragmatic utterence
to avoid conflict. The value “pakai rasa jo pareso” is among characteristic that
possed by Minang people who filter them to use direct speech. In data 1, The
use of humor in utterence [6] reflects denial toward the bargin. In stead of
giving direct denial, sepaker 2 uses humor to avoid face thrathening. In data 2,
speaker 1 uses a personal marker to minimize face thathening when addressing
her complain. Speaker 2 with humble repond maintain politeness. By
characters of polite and humble, Minang peole have succesed in their business
because they can make the customer fell happy and secure. It also leads to
intimacy and closeness which make people consider Minang people as friendly
and kind. By this abillity, Minang people could think what is the appropriate
way to respond or to react toward a certain situation which also leads to Minang
saying “Lamak di awak, katuju di urang”. It means that Minangkabau culture
has a value to manage condition well, to read the situation, and build social
awareness.
The next value is regarding the wise of Minang people which are stated
from “Alun takilek lah takalam”. This philosopy reflect how Minang people
could read the situation learn about the implied meaning of the conversation.
Regarding the data 1, it can be seen that the speaker can figure out the indexical
information during the conversations. She could identify the speaker by
identifiying accent. It also happens in data 2 where speaker 1 could absorb the
information about the speaker to from his accent and sentence structure. They
also could read emotional and psychological condition, so they could manage
to make dicission what should be done. This ability refers to cognitive
psychology where someone could think and predict something before it
happens by reflecting indexical information during the conversation.
Last but not least is the value of brotherhood. From the conversations
above, it could be infered that Minangkabau people have a deep value of
brotherhood. This value has been a typical characteristic which lays beyond
conciousness. It has become an ideology of Minang people which manifestated
to the jargon “urang awak”. This jargon reflects a sense of belonging,
especially for those who go merantau. By this sense of brotherhood, Minang
people have proved the old saying, “ka bukik samo mandaki, ka lurah samo
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manurun” means togetherness in any condition, has been embodied to their
dialy life.
CONCLUSION
Minangkabau is considered to have unique customs and cultures than
other Indonesian tribes. The difference is due to maternal or matrilineal
matrilineal and social, cultural, and economic sys- tems, essentially governed
by customs and habits with bilateral or cognate family relations systems.
The family system adopted by Minang people can survive and able to
spread outside its cultural sphere and can be sensitive to change. The pattern
used by the Minang community in entrepreneurship is the ideology of "urang
awak" which have to build strong sense shared destiny (sense of togetherness
and kinship), creating mutual openness, mutual trust, mutual care.
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[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
Leech, G. 1983. Principles of Pragmatics. London: Longman
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2009
Berger, Peter L. and Thomas Luckmann. 1967. The Social Construction
of Reality. Garden City, N.Y.: Anchor Books.
Cameron, Deborah. 1999. A Linguistic Relativity: Benjamin Lee Whorf
and the Return of the Repressed.@ Critical Quarterly 41:153-56.
Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity
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Garret. Peter. 2007. Language Attitude. The Routledge Companion To
Sociolinguistics. Carmen Llamas, Louise Mullany and Peter Stockwell
(Eds). Routledge.
Hickey, Raymond. Language Use and Attitudes in Ireland - A
preliminary evaluation of survey results. Sochtheangeolaíocht na
Gaeilge (ed. Brian Ó Catháin), Léachtaí Cholm Cille 39: 62-89. Essen
University.
Hohenthal, Annika. Measurement Techniques - What Is A Language
Attitude?. Department of English. University of Turku. Finland.
Mathiot, Madeleine and Paul L. Garvin. 1975. The Functions of
Language: A Sociocultural View. Anthropological Quarterly Vol. 48,
No. 3, Anthropology: Retrospect and Prospect A Special Issue in Honor
of Regina Flannery Herzfeld (Jul., 1975), pp. 148-156
Mukhuba, Theophilus Thisaphungo. Bilingualism, Language Attitudes,
Language Policy and Language Planning: A Sociolinguistic
Perspective. Journal of Language and Learning Vol. 3 No. 2 ISSN
1740 – 4983.
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[9]
Newman, David A. 1995. Sociology: Exploring the Architecture of
Everyday Life. Thousand Oaks, CA: Pine Forge Press.
[10] Sachdev, Itesh and David Hanlon. 2001. Language Attitudes,
Perceptions and Identity: Some Haida and Cree Data. Birkbeck College,
University of London
[11] Searle, John R. 1995. The Construction of Social Reality. Penguin
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[12] http://lifestyle.kompasiana.com/catatan/2012/04/27/stand-upkompasiana-tawar-menawar
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The Speech Act Uttered by People in West Sumatra
After Earthquake: Review for Classy FM Listeners
Helmita
English Department, Ekasakti University, Indonesia,
helmita.sasingunes@gmail.com
Abstract
Speech acts can be done anywhere by anyone at any time. Speech acts also influenced
by speech event. The research problem in this study is what kinds, what are the
functions and what are the types of speech acts uttered by people in West Sumatra
after the earthquake: a review of Classy FM radio listeners. The source of the data is
taken from recorded conversations between Classy FM’s announcers with the people
of West Sumatra after the earthquake. This data was obtained through the “simak”
methods and used “simak bebas libat cakap” technique as data collection techniques.
While the data analysis method used is padan pragmatic. This research used theory
of speech act by Austin and Searle.The results showed that the first, in three types of
actions contained in speech acts: locution, illocution, perlocution. Perlocution is the
most commonly found in the data because it is the effect of the utterance between the
speakers and the hearer. Second, the five functions contained in the speech act that is
representatives, directives, commissives, expressive and declarations, only
declarations function that is not found from the research. Third, from the eight types
of speech acts which contained in direct speech acts, indirect speech acts, literal
speech acts, non literal speech acts, direct literal speech acts, direct non literal speech
acts, indirect literal speech acts and indirect non literal speech acts, only three types
of speech acts that are not found from the research findings namely: literal speech
acts, non literal speech acts and indirect literal speech acts.
Key words: Speech Acts, Classy FM, Locution, Illocution, Perlocution
INTRODUCTION
September 30th, 2009 was a historical day for people in West Sumatra
especially for the people living in Padang and Pariaman. On this day, at
approximately 5.20 pm, a powerful and devastating earthquake struck the
region. This huge earthquake with its epicenter in Pariaman is to this present
time, one of the biggest earthquakes ever recorded, registering 7.9 on the
Richter scale at a depth of 71 kilometers. There were many victims. According
to Classy FM’s reports, at least 1,195 people died, 1,798 people were injured,
and two people were lost.
In this study, the writer analyses the speech act and event uttered by
people in West Sumatra after the earthquake on September 30th, 2009, in
particular, the speech acts performed by Classy FM Padang radio listeners:
Review for Classy FM listeners. Classy FM radio is a private radio station
belonging to Semen Padang. The object of this study is the speech acts and
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event uttered by the people in West Sumatra after the earthquake. The speech
acts expressed by the people of West Sumatra during the earthquake are the
main body of this research. In emergency situations such as an earthquake,
many people express themselves uttering spontaneous speech acts. Based on
the writer’s observation, many of the people in West Sumatra used indirect
language uttered meanings indirectly using implicit words. Sometimes they
don’t want to use explicit words because they thought that the habit of people
in West Sumatra dislikes making the statement, questions or any let’s get-tothe-point words.
Speech act theory attempts to explain how speakers use language to
accomplish intended actions and how hearers infer the intended meaning from
what is said. The research problems are formulated in the form of the following
questions:
1) What kinds of speech acts and event are uttered by people in West
Sumatra after the earthquake on September 30th, 2009: a review for
Classy FM listeners?
2) What are the functions of speech acts and event uttered by people in
West Sumatra after the earthquake on September 30th, 2009: a review
for Classy FM listeners?
3) What are the types of speech acts and event uttered by people in West
Sumatra after the earthquake on September 30th, 2009: a review for
Classy FM listeners?
The purposes of this study are to:
1) Identify and describe the kinds of speech acts and event uttered by people
in West Sumatra after the earthquake on September 30th, 2009: a review for
Classy FM listeners.
2) Interpret the functions of speech acts and event uttered by people in West
Sumatra after the earthquake on September 30th, 2009: a review for Classy
FM listeners.
3) Explain the types of speech acts and event uttered by people in West
Sumatra after the earthquake on September 30th, 2009: a review for Classy
FM listeners.
There have been previous studies made in this field. Firstly, research
has been done by Rees (1991) entitled: The Adequacy of speech act theory for
explaining conversational phenomena: A response to some analytical
conversation critics. His research focuses on the adequacy of speech act theory
as an instrument to analyze and explain ordinary conversation.
Secondly, the research has been produced by Wardoyo (2010) with the
title of his thesis is Strategies in Expressing Apologies: a Study of Pragmatics.
The objective of his research is to explain and describe what the triggers of
expressing apologies are, what strategies in expressing apologies are and what
the factors that influence someone expressing an apology are. Findings of his
analysis, he discusses that trigger, someone, to make an apology that results in
someone expressing an apology and the strategies people use, for example, to
restore a rift or separation in a relationship. Finally, the studies suggest the
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background factors that influence someone in expressing an apology is the
distance between apologizer and hearer; the power of the apologizer to the
hearer, and the degree of offence.
Thirdly, the research has been done by Rostina (2008) with the title of
her thesis is Tindak Tutur dalam Interaksi Sosial di Pasar Tradisional Aksara.
The method used in her research is qualitative inductive. Data of analysis
consist of conversation of speech act in social interaction in Aksara traditional
market (utterance between buyers and sellers). Data was collected using a tape
recorder, and then the data was a reduction with choosing one by one where is
the important, interesting and useful data and then the data which is not
important was separated and thrown away. The findings of her analysis
indicate that speech act commonly used in social interaction in Medan Aksara
traditional market include illocutionary acts, perlocutionary acts, the most
dominant speech act forms used in the market was the directive speech act, i.e.,
questioning/querying, requesting, challenging, etc. It was found that the
conversational structures used in Medan’s Aksara traditional market have
dynamics that make them non linear. The longest conversation consists of six
conversational units. The language used in conversation in Medan Aksara
traditional market is informal language.
METHODS
This study used the descriptive analysis. The descriptive analyst must be
guided by certain very fixed principles if he is to be objective in describing
accurately any language or part of any language (Nida, 1970: 1).
In this research, the writer has chosen specifically the speech acts and
event uttered by people in West Sumatra after the earthquake on September
30th, 2009: a review for Classy FM listeners. The writer took the recorded data
from Classy FM for this research. The writer took as much data as can be used
to represent the findings of this research, from the time of the earthquake
(Classy FM was On-Air 22 hours a day) on September 30th, 2009 until October
14th, 2009.
Method and Technique of Data Collection
This study uses observation method. Observation in this study means
observing the speech uttered by people in West Sumatra, especially Classy FM
listeners after the earthquake on September 30th, 2009. To collect the data, this
study uses the observational method, because this study was done by listening
to the usage of language (Sudaryanto, 1993: 133).
Method and Technique Analysis of the Data
The method used in the data analysis of this research is pragmatic
identity method with friends talking like a tool (Sudaryanto, 1993: 13).
Through, in this case, the writer analysis the data into some steps, there were;
the data that the writer gets should be identified based on the research question.
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Theoritical Framework
In this research, the writer only focuses her research on the kinds,
functions, and types of speech act uttered specifically by people in West
Sumatra after the earthquake on September 30th, 2009: a review for Classy
FM listeners. The research of this study was only made possible because
Classy FM kept a saved audio record of their entire program during the
earthquake. The source of the entire data for this study is taken from Classy
FM archived audio recordings. In this analysis the writer wants to make known
through listening to the speech acts during the time of the earthquake,
everything can we listen from speech act by people after the earthquake two
years ago based on the data taken from Classy FM radio station.
Three kinds of Speech Acts (Huang, 2007: 102) are:
1. Locutionary act is the production of a meaningful linguistic
expression.
2. Illocutionary act is the action intended to be performed by a speaker
in uttering a linguistic expression, by the conventional force
associated with it, either explicitly or implicitly.
3. A perlocutionary act is the bringing out of consequences or effects on
the audience through the uttering of a linguistic form of expression,
with consequences or effects being special to the circumstance of the
utterance.
Searle finds that communicative functions are reducible to five major
classes, namely representatives, directives, expressive, commissives and
declarations.
a. Representatives
The speaker’s purpose in performing representatives is to commit
him/herself to the belief that the propositional content of the utterance
is true.
b. Directives
In performing directives, the speaker tries to get the hearer to commit
him/herself to some future course of action (verbal or non-verbal).
c. Commissives
In commissives, the speaker commits him/herself in varying degrees to
some future course of action. They express the speaker’s intention to
do something. For example the utterance:
I’ll be back in ten minutes
This category includes acts in which the words commit the speaker to
future action, such as promising, offering, threatening, refusing,
vowing and volunteering (Cutting, 2002: 17).
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d. Expressive
The intention of this class of illocutionary acts is to express the
speaker’s psychological state of mind and attitude which is present at
the time of speaking to some prior action or state of affairs. For
example:
I’m so happy
This group includes acts in which the words state what the speaker
feels, such as apologizing, praising, congratulating, deploring and
regretting (Cutting, 2002: 17).
e. Declarations
Declarations require extra linguistic institutions for their performance;
it takes a priest to christen a baby, a dignitary to name a ship, a judge
to sentence a defendant, etc. Those kinds of speech act affect immediate
changes in some current state of affairs.
Types of Speech Acts consist of:
1. Direct Speech Act and Indirect Speech Act
A sentence has many categories divided into asking for news sentence
(declarative), question sentence (interrogative), and command sentence
(imperative). In conventional sentence used to ask for news about
something/something news, and question sentence used to ask something and
command sentence used to state a command, invitation, request or petition.
When news functioned conventionally sentence to say something, question
sentence for the asking and command sentence is to tell, ask, the order was
formed direct speech acts (Wijana, 1996: 30) as the following examples:
a. Ali has five dogs
b. Where is Bali Island?
c. Take my picture!
Speaking a command politely can be expressed in a news-reporting
sentence or in asking a question. It is so that the people that we command do
not feel they are being commanded or told what to do. It is called indirect
speech acts (Wijana, 1996: 31).
2. Literal Speech Act and Non Literal Speech Act
Literal speech act is a speech acts that where the meaning is more
concrete and unambiguous; the words express the literal meaning and not the
poetical or subjective meaning or connotation. For example: Let’s break the
ice, literally means - let’s break some ice - so we can put some into our drink
glasses and not the other non literal meaning of breaking a cold atmosphere
between people so they can get to know each other better. The same as the
meaning of words - words that constitute them, while a non literal speech act
is a speech act that does not have the same meaning with and is opposite to the
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meaning of words that constitute them (Wijana, 1996: 32). Further examples
to illustrate these details can be viewed at by the following examples:
a. The singer has the good voice
b. Your voice is good, (but it’s better if you are not singing)
3. Direct literal speech act
Direct literal speech act is the speech act that is a literal expression that
communicates something directly. The purpose of the command expressed in
a sentence, to inform news sentence, and asking for something in question
sentence, etc. (Wijana, 1996: 33). For more details, can be seen in the following
sentences:
a. The man was very clever
b. Open your mouth!
c. What time is it?
4. Indirect Literal Speech Act
Indirect literal speech act is the speech act expressed in a sentence mode
that is contrary to the purpose that it is expressing, even though the meaning
of the words are arranged by what the speaker intended. In this speech act,
commanding intention is expressed by the news sentence or question sentence
(Wijana, 1996: 34). Further examples to illustrate these are:
a. The floor was dirty.
b. Where is the towel?
5. Direct Non Literal Speech Act
Direct non literal speech act is the speech act expressed by the sentence
mode suitable for speech, but the composition of the words do not have the
same meaning with the intention of speakers. The purpose of order expressed
by the command sentence, and the purpose of giving information with the
declarative sentence (Wijana, 1996: 35). For more details can be viewed as
follows:
a. Your voice is good, why do you think that?
b. If you’re eating looks decent though, just open your mouth!
6. Indirect Non Literal Speech Act
Indirect non literal speech act is the speech act that when expressed by
sentence mode the meaning of the sentence is incompatible with the wish
expressed intent (Wijana, 1996: 36). The employer indirectly ordering the
maid to sweep the dirty floor may be expressed in varying degrees of tones. To
order a maid sweeping the dirty floor is a boss may be expressing a sentence
with a certain tone like in the sentence number (1). Similarly, to tell a neighbor
to turn off or turn down the volume on his radio, speakers can express with the
news and question sentence like in number (2) and number (3) in the following
examples:
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a. The floor was very clean
b. The radio volume is too low, no sound
c. Is the radio which has the low sound like that, can you hear it?
Finally in summary, speech act in the Indonesian language can be
divided into (Wijana, 1996: 36): (1) Direct speech act and indirect speech act,
(2) Literal speech act and non literal speech act, (3) Direct literal speech act,
(4) Direct non literal speech act, (5) Indirect literal speech act, (6) Indirect non
literal speech act
RESULT
After completing the analysis, the writer found many examples of
locution, illocution, and perlocution. There were so many perlocutions of the
speech act when a speaker uttered. It can be seen from one of the data, for
example when the caller asks about the condition of the road between Padang
– Bukittinggi, Classier answered based on information that they had received.
There are still landslides happening over there. Perlocution from these data is
the caller hopes he will get the update news related to his question through
Classy FM radio and the caller can avoid the route because it’s too dangerous
for drivers.
Based on the second research problem about the function of speech act,
the writer found that many of the people in West Sumatra used directives
function when they uttered something in their speech acts. In this research,
when using directives function, the writer found that many of the speakers are
commanding, requesting, or suggesting in their speech acts. Beside that, the
writer also found representatives, commissives and expressive function in their
speech acts. When using the representative function, many of the callers are
reporting, describing or claiming about the event that happened. When it came
to using commissives function, the writer only found it in one sample of data,
and the caller used speech about volunteering when he uttered something. Only
one of the data used expressing sadness. The caller said that he is very sad to
hear the stories about this disaster. It is the kind of expression from the caller.
The final part of the research problem is the types of speech acts. The
writer only found five types of speech act in the data. These were the direct
speech act, indirect speech act, direct literal speech act, direct non literal speech
act, and indirect non literal speech act. Many of the people in West Sumatra
spoke using the direct speech act when they were asking, complaining or
requesting something. There is only one example of someone using the indirect
literal speech act type.
DISCUSSION
Data 1:
Penelepon: Mulkam di komplek Unand, Gadut
Tanggal: 30 September 2009
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Classier
Penelepon
Classier
Penelepon
Classier
Penelepon
: Bagaimana keadaan di sana, Bapak?
: Di blok D dan blok C banyak rumah yang roboh dan
bangunan sebelah rumah sudah miring, bila terjadi gempa
skali lagi akan roboh. Ada yang atapnya sudah ketemu dengan
tanah.
: Bagaimana kondisi penerangan di sana, Pak?
: Mengenai penerangan di sini padam. Minta informasi ada
bantuan gak? Kebutuhan sekarang air, selimut dan kalau
kompor, saat ini sempat ada yang meledak.
Ok, baik Pak nanti coba kita sambungkan ke bapak camat
Lubuk Kilangan
Makasih
Caller: Mulkam in Unand housing, Gadut
Date: September 30th 2009
Classier
: How about the situation over there, Sir?
Caller
: In Block D and Block C are many houses have collapsed and
the building next door is slanting dangerously and will
collapse if an earthquake happens again
Classier
: : How about the lighting conditions, sir?
Caller
: Regarding lighting outages here. Is there anyinformation
about accommodation? Now, we need water, blankets and at
this time there was a stove was exploded.
Classier
: Ok, well let's pack will plug into the sub district head of
Lubuk Kilangan.
Caller
Thank you
This conversation began on September 30th, 2009, the day of the
earthquake was happening. The caller in this conversation is male. He lives in
Gadut. Data in clauses (c) Bagaimana kondisi penerangan di sana, Pak? And
(d) Mengenai penerangan di sini padam. Minta informasi ada bantuan gak? It
shows that the announcer asks about the condition of the caller’s house. The
locution of these data is the caller intends to say that the electricity is off around
his neighborhood. Illocution of these data is the caller needs information about
accommodation, and perlocution in these data, he said to Classy people in
order people can hear his request and as soon as possible help the victims
because he needs accommodation over there. IFID in these data is minta
informasi, minta (request) Vp (performative verb) in this utterance. The caller
requests for information to Classy FM’s announcer. Felicity condition in these
data is in an emergency condition such as earthquake disaster. There is no
performative hypothesis in these data because in this case, we can’t make the
prediction and in these data, the utterance of the caller and announcer is clearly.
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The functions of these data in clauses (c) and (d) are representatives
and directives. In the representative function, the caller reported about the
condition around his house to persuade the government or Classy listener to
help him. For directives function, the caller requests accommodation and aid
such as blankets and water, etc. They need those aids since those are very
important stuff in such condition. Especially for clean water, it’s so difficult to
get all of the facility are switched off at the moment. Moreover, he also hopes
the government may provide them with emergency lamp.
The type of speech act used in these data in clauses (c) and (d) is direct
speech act. The caller makes a statement (says something) with the declarative
sentence and interrogative sentence, he asks for something, in this case about
accommodation. For the declarative sentence, the caller informs the situation
around of his neighborhood. He did it because the condition is so bad and need
another accommodation from everybody who can help him. He did it since the
condition is going worse and he needs support from anybody who can help
him. For the interrogative sentence, the caller asks about accommodation. He
expected the Classy people could contribute to help the victim after listening
to the utterance, such providing the important aids that he needed in that
situation.
Data 2:
Penelepon : Fauzan di Baypass
Tanggal: 30 September 2009
Classier
Penelepon
Classier
: Apa informasi yang bisa disampaikan, Bapak?
: Tolong diinformasikan pada seluruh warga sesuai dengan
yang diinformasikan Pak wali, bahwa tidak ada terjadi tsunami,
supaya kemacetan di Baypass berkurang dan masyarakat
berbalik arah saja sehingga tidak terjadi kepanikan dimanamana. Saya lihat tadi di bandara banyak yang ambruk, ada
platfonnya yang jatuh, dan bangunan yang retak.
: Baik bapak, terima kasih atas informasinya.
Caller: Fauzan in Baypass
Date: September 30th, 2009
Classier
Caller
: Any information that you want to say, sir?
: Please inform all citizens by the information from the Mayor
that there isn’t going to be a tsunami so the traffic jam at
Baypass has reduced and the community no need to panic
everywhere. I saw the airport much earlier in the quake. The
ceiling has collapsed, and the buildings were cracked.
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Classier
: Ok Sir, thank you so much for your information.
This conversation also happened on September 30th, 2009. The caller in
this conversation is a male. He lives in Baypass. The conversation between
classier and the caller above happened on the day of the earthquake. The
clauses in these data are (a) Apa informasi yang bisa disampaikan, Bapak? And
(b) Tolong diinformasikan pada seluruh warga sesuai dengan yang
diinformasikan Pak wali, bahwa tidak ada terjadi tsunami, supaya kemacetan
di Baypass berkurang dan masyarakat berbalik arah saja sehingga tidak
terjadi kepanikan dimana-mana. Saya lihat tadi di bandara banyak yang
ambruk, ada platfonnya yang jatuh, dan bangunan yang retak. The locution of
the utterance is that the caller says something. The illocution in these data is to
command the people to avoid the Bypass area because it is very crowded over
there. Perlocution in these data is the people should pass this area to minimize
the traffic jam. IFID in these data is tolong in
(performative verb) in this utterance. The caller need help to say information
to the people about the condition on the road. Felicity condition in these data
is in an emergency condition such as earthquake disaster. There is no
performative hypothesis in these data because the caller said the utterance.
The function of clauses (a) and (b) are directives function. In this case,
the caller tries to command the people to avoid the Bypass area. To deliver this
information, the caller uses Classy FM radio as the medium to inform the
people in Padang. Beside gives the command to avoid Baypass, the caller also
asks the people not to be panic since there will be no tsunami. Not every
earthquake is followed by a tsunami; it depends on the magnitude and the depth
of epicentrum. The caller thinks only by this way; people may be able to
understand and hopes one by one can avoid the Baypass area.
Type of data in clauses (a) and (b) is direct speech act. The caller
uttered an imperative sentence to order the people to avoid the Baypass area.
In this conversation, the caller only used imperative modes to command the
people. The caller delivers it directly to classy people because the situation in
Baypass area is very crowded. There are many alternative ways or routes can
be taken if the people still want to leave Padang. But, since the tsunami is not
coming, it is not appropriate to rush and frighten the other people. People in
West Sumatera assumed that the earthquake is always followed by a tsunami.
Data 3:
Penelepon : Musfi di Siteba
Tanggal: 30 September 2009
Classier
Penelepon
: Bagaimana pak Musfi?
: Minta informasi yang kos di Kapalo Koto. Adik saya belum
diketemukan,
mohon
bila
mendengarkan
radio
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Classier
Penelepon
Classy,konfirmasikan ke Classy. Nama adik saya Reni
Nofrianti.
: Kalau di siteba sendiri gimana keadaannya Pak?.
: Kalau keadaan di Siteba tidak begitu parah, cuma perabotan
rumah yang hancur.
Caller: Musfi in Siteba
Date: September 30th, 2009
Classier
Caller
Classier
Caller
: How are you Mr. Musfi?
: I want to request for any information regarding Kapalo Koto.
My sister has not been found, if she is listening to Classy FM
radio, please confirm to Classy. My sister names is Reni
Nofrianti.
: What about in Siteba, what about the condition over there?.
: The situation in Siteba not so bad, just home furnishings
destroyed. It’s not too serious, just some furniture have broken.
The conversation happened on September 30th, 2009. The caller in this
conversation is a male. He lives in Siteba. The conversation begins with an
interrogative sentence in which the classier asks about the caller’s condition.
The caller does not ask about his sister condition directly instead of asking for
information about the condition in Kapalo Koto to Classy’s announcer. The
clauses in these data are (a) Bagaimana pak Musfi? And (b) Minta informasi
yang kos di Kapalo Koto. Adik saya belum diketemukan, mohon bila
mendengarkan radio Classy, konfirmasikan ke Classy. Nama adik saya Reni
Nofrianti. It showed the locution that the caller saying something and the
illocution is the callers asking Classy FM listeners for information and the
perlocution in this datum is hopes Classy People can give the information
about the condition in Kapalo Koto since his sister was lost. IFID in these data
The caller requests for information to Classy FM radio. Felicity condition in
this utterance is in earthquake disaster situation. There is no performative
hypothesis in this utterance because the caller said the utterance clearly and we
can’t make the prediction or hypothesis in this utterance.
The function in clauses (a) and (b) has a directives function because the
caller requests information about his sister’s existence. The caller request about
his sister’s existence may be there are some of the classy people know the
information about the caller’s sister and can give the information through
classy FM. Instead of asking directly about his sister, the caller was asked
about the place where she stays. Here, the situation of Kapalo Koto represents
the condition of the caller’s sister.
The type in clauses (a) and (b) is direct speech act because the caller
asks for something. He is requesting information from Classy People, who
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knows he gets some information beside that the caller uses an interrogative
sentence to ask her sister’s condition, does he in a good or bad condition? The
caller said about it directly to classy listeners through classy FM radio. He
needs information about his sister soon.
CONCLUSION
After analyzing the data, there are several conclusions can be drawn as
mention in the following statements. The research shows some conclusion; it
can be seen in the following statements:
1. There are many perlocutions of speech acts in each of the data. Most of
the data only have one locution, one illocution but have more than one
perlocutions.
2. There are four functions of speech acts; they are representatives,
directives, commissives and expressive function. The research shows
that most people in West Sumatra use directives and representatives
function. They use it to get the hearer attention and ask them to commit
the further action. For example, when the callers ask about their family,
they hope that classy people can find out or give the up to date
information. Here, the caller wants addressee to do something. For
representatives function, there were many callers responded and
provided the report concerning the condition in their neighborhood to
classy people,
3. The writer ascertained five types of speech acts from eight types
(Wijana, 1996: 36). The research shows that most people in West
Sumatra use direct speech act, especially for request and command.
Those Five types of speech act that the writer able to ascertain are direct
literal speech act, direct non literal speech act, direct speech act,
indirect speech act, and indirect non literal speech act.
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
Austin, John L. 1962. How to do things with words. Great Britain:
Oxford University Press
Cutting, Joan. 2002. Pragmatics and Discourse. London and New York:
Routledge kingdom: Cambridge University Press
Huang, Yan. 2007. Pragmatics. New York: Oxford University Press
Kaur, Harbinder. 2008. Thesis: Knowledge Frames and Speech Act
Comprehension in Brigjen Katamso High School Students. Medan:
Universitas Sumatera Utara
Nida, Eugene A. 1970. Morphology: The Descriptive Analysis of Words.
The University of Michigan Press
Rees, M.A Van. 1992. Journal of Pragmatics (Vol. 17); the adequacy of
Speech Act theory for explaining conversational phenomena: A response
to some analytical conversation critics. New York: North-Holland
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Universitas Andalas, August 24, 2017
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
Rose, Kenneth R. 1992. Journal of Pragmatics; Speech Acts and
questionnaires: The effect of hearer response. New York: North Holland
Rostina. 2008. Thesis: Tindak Tutur dalam Interaksi Sosial di Pasar
Tradisional Aksara. Medan: Universitas Sumatera Utara
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa.
Yogyakarta: Duta Wacana.
Suprina, R. 2003. Thesis: Performing the Speech Act of Apologizing: a
cross cultural and interlanguage pragmatic study. Jakarta: UKI
Atmajaya
Wardoyo, Cipto. 2010. Thesis: Strategies in Expressing Apologies: A
Study of Pragmatics. Bandung: Universitas Padjadjaran
Wijana, I.D.P. 1996. Dasar-dasar Pragmatik. Yogyakarta: ANDI
Yule, George. 1996. Pragmatics. Oxford: Oxford University Press
___________. 2000. Pragmatics. Oxford: Oxford University Press
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Orlando Shooting: Is Muslim Negatively Portrayed in
Crime News?
1
Hengki Agus Rifa’i
English Department, Universitas Negeri Padang, Indonesia
hengkiagus7@gmail.com
Abstract
While there have been extensive studies about the representation of Muslims and
Islam in mainstream news discourse using Critical Discourse Analysis approach,
very few studies have been conducted to investigate the representation of Muslim in
crime news. This study sought to find out if, 1) news media commit bias in portraying
Muslim offender in crime news, 2) there are differences in the way news media cover
the news. Two news articles about Orlando shooting, the deadliest mass shooting in
U.S. history occurring on June 11, 2016, taken from Fox News and Aljazeera were
examined as the data. In doing the analysis, Van Leeuwen’s (2008) theory of Actor
Representation and Socio-political analysis from Fairclough’s (1995) framework
were employed. The former theory offered the answer for the first research question,
while the latter explained the second research question and strengthened the results
found in the former analysis. The results showed that news media did commit bias in
portraying the Muslim offender and cover the event differently in their news reports.
Keywords: Muslim, Offender, Orlando shooting, Representation
INTRODUCTION
On June 11, 2016, a gunman bombarded a local gay nightclub in the
downtown Orlando, Florida, killing 50 and wounding at least 53 people. The
incident was later called Orlando shooting, the deadliest mass shooting in the
modern U.S. history. The offender was identified as Omar Mateen, a Muslim
U.S. citizen born in New York. While mass shooting is not something
uncommon in U.S., the fact that the shooter was reported to declare allegiance
to ISIS terrorist group has resulted in extensive, yet dissenting opinions about
whether Islamic State was responsible for what happened. While the motive of
the shooting went unanswered, there has been a popular narrative that tied the
action to the religion of the offender and Islamic State (ISIS) terrorism.
The representation of Muslim and Islam in media has been widely
studied over the last decade. There have been plenty of studies about Muslims
who are repetitively stereotyped and negatively represented in mainstream
news reports (Kabgani, 2013; Abdullah, Mukundan, & Jahedi, 2014; Alazzany
& Eng, 2014). However, there are still few studies about the language used to
represent Muslim in the mass shooting case. This study examined and
compared how media represented Muslim in the mass shooting case. It
analyzed how two news media, Fox News, and Al Jazeera, portrayed the
Orlando shooting offender in their online news articles. The news practices in
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Fox News have been deemed to supply the foundation for Islam’s negative
image (Vultee, 2009). Also, Al Jazeera was often compared to western media
to see if its discourses countered its western media counterparts’ (Alhumaidi,
2013). The results of this study help to understand if Muslim is also represented
negatively in crime news, particularly in the mass shooting case.
METHODS
The data of this study were online news articles taken from the official
websites of Fox News (http://foxnews.com) and Al Jazeera
(http://aljazeera.com). There were two online news articles, one from each
news outlet, primarily analyzed to find out the representation of the offender.
In finding out the representation, Van Leeuwen’s (2008) theory of Actor
Representation was employed. To validate the results of this analysis, the
socio-political analysis from Fairclough’s (1995) framework was used. In this
study, the socio-political analysis included the institutional context
surrounding the coverage. The context referred to other relevant news articles
from both media and was analyzed to verify the findings in the former analysis
about the representation of the offender.
The two news articles from both media were first broken into clauses and
sentences. There were 145 clauses from Fox News’s article (numbered datum
1-145) and 76 clauses from Al Jazeera’s article (numbered datum 146-219).
The clauses were later classified into the types of representation categories as
offered by Van Leeuwen’s framework to find out the offender’s representation.
Other relevant news articles whose contents appeared to clarify the
representation analysis were analyzed per paragraph.
RESULT
After analyzing the two news articles, the researcher found eight
categories or groups of categories about the representation of the offender.
They were Activation/Passivation, Association, Functionalization,
Classification, Appraisement, Formalization, Semiformalization, and
Detitulation. Table 1 shows all of the representation categories found in the
articles. From the Table 1, one can see that the offender was represented in
more detail in Fox News than in Al Jazeera. It is visible from the higher number
of clauses in Fox News as opposed to in Al Jazeera. Of all types of
representation categories, Association and Classification were the ones that
deserve special attention since they had a lot to tell about the differences in the
way Fox News and Al Jazeera represented the Orlando shooting offender in
their online news articles.
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Table 2. The Representation of the Offender in Two News Articles
No
Category
Sub-category
Fox
News
1. Activation
28
2. Passivation
Subjection
4
3. Association
9
4. Functionalization
1
5. Identification
Classification
4
6. Appraisement
4
7. Formalization
13
8. Semiformalization
1
9. Detitulation
15
Al
Jazeera
7
5
3
0
1
1
4
1
5
1. Association
Association, in a simple term, occurs when social actors are linked to
other social actors or groups of social actors, while Dissociation is the absence
of Association in discourse. The inclusion or exclusion of Association is
usually triggered by an assumed cause or reason for something to happen. It
was found that Fox News wrote nine clauses Association, while there were
only three clauses in Al Jazeera. The most notable association found was
between the offender and ISIS group. Table 2 presents the Association clauses
from both media in which the offender was associated with ISIS terrorist
group.
Table 2. The Association Clauses in Fox News and Al Jazeera
Dat
Fox News
Datu
um
m
1
A gunman who pledged allegiance to ISIS
159
opened fire early Sunday morning in a packed
Orlando nightclub,….
5
an "Islamic State fighter" carried out the assault
25
and – if accurate – that according to local law
enforcement the shooter declared his
allegiance to ISIS,
31
The gunman, Omar Mir Seddique Mateen, was
heard shouting "Allah Akbar" while engaging
officers,
33
Mateen also called 911 during the shooting to
pledge allegiance to ISIS leader Abu Bakr
al-Baghdadi,
Al Jazeera
and (Mateen)
referred to
the Islamic
State of Iraq
and the
Levant (ISIL
also known as
ISIS) group.
Datum 1 from Fox News is Association since the offender, labeled as ‘the
gunman,' was associated with ISIS through the noun clause, “who pledged
allegiance to ISIS”. This association is supported by datum 5 (through the
phrase “Islamic State fighter”), datum 25 (through the phrase “declared his
allegiance to ISIS”), and datum 33 (through the phrase “to pledge allegiance
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to ISIS leader”). Comparatively, Al Jazeera only gave one clause signaling the
association, which is datum 159. Datum 159 is Association since the offender,
Mateen, was associated with ISIS through the use of verb “referred to”.
Regarding Association, while both media suggested there might be an
association between the offender and ISIS, the offender was more actively
associated with ISIS group in Fox News than in Al Jazeera. It can be seen from
the presence of 5 Association clauses to ISIS in Fox News as opposed to 1
Association clause to ISIS in Al Jazeera.
2. Classification
Classification occurs when social actors are referred to regarding their
social class, for example, age, gender, provenance, and nationality. Fox News
was found to present 4 Classification clauses, while Al Jazeera presented only
one clause. Table 3 shows the Classification clauses in both Fox News and Al
Jazeera.
Table 3. The Classification Clauses in Fox News and Al Jazeera
Datum
Fox News
Datum
Al Jazeera
49
Mateen was a U.S. citizen,
148
Authorities identified the
shooter on Sunday as Omar
54
and (he) was a Muslim,
Mateen, a 29-year –old man
60
the ex-wife told Washington
born in New York with
Post.
Afghan origins.
66
Mateen also had 3-year-old
son.
Datum 49 in Table 3 is Classification as it told about the offender’s
nationality, who is “a U.S. citizen”. Datum 54 is Classification as it told about
the offender’s religion, labeled as he, who is “a Muslim”. Datum 60 is
Classification as it told about the marital status of the offender, a widower
(shown from the use of noun “the ex-wife”). Lastly, datum 66 is Classification
as it told about the role of the offender as a father (shown from the phrase “had
a 3-year-old son”). Comparatively, there was only one Classification clause
found in Al Jazeera, which is datum 148. Datum 148 is Classification since it
told about the age (29-years-old), nationality (U.S. citizen), and provenance
(originally from Afghanistan) of the offender, Omar Mateen, at once through
the phrase “a 29-year-old man born in New York with Afghan origins”.
An important point here was that Fox News attempted to link the action
of the offender to his religion. There were at least two proofs in support of this
finding. Firstly, in datum 53 to 55, it was stated: “He was born in New York to
parents of Afghan origin and was a Muslim, Fox News confirmed.” In this
case, Fox News used reporting verb “confirmed”. The use of such verb to signal
the offender’s religion sends a sense that the action may have something to do
with his religion. Secondly, in datum 31 (see Table 2), the offender was
reported to shout “Allah Akbar”, the popular remark for praising Lord in Islam.
This kind of religious affiliation did not exist in Al Jazeera. This finding might
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also reinforce the idea of the offender-ISIS association since ISIS claims to
represent Islamic value.
3. Other News Articles as Institutional Context Showing the Bias of Both
Media
The finding in the former analysis suggests both media adopted opposite
view regarding the possible motive of terrorism. An investigation revealed that
both media produced completely contrasting news report reinforcing the
finding, the news about call transcript between the offender and 911 office.
The analysis on Headline and Lead of these two texts showed the opposite
stances from both media about the finding. Table 4 shows the Headline and
Lead part:
Table 4. The Headline and Lead of News about Offender’s Call Transcript
Fox News
Transcripts of Orlando
shooter’s conversation with
police reveal ISIS
influence (Headline)
Al Jazeera
Orlando shooting: Omar Mateen call transcripts
released (Headline)
FBI says no proof Omar Mateen was directed
by foreign armed group as it releases suspect’s
first conversation with 911 (Lead)
From the Headline in Fox News and Lead of Al Jazeera, it is visible that the
articles exhibited contrasting content. While Fox News told the shooting was
influenced by ISIS, Al Jazeera told its opposite. In reporting the news, Al
Jazeera relied solely on the comment made by Ronald Hopper, a FBI assistant
special agent by reporting his remark following the transcript’s release:
“However, there is no evidence that Mateen, who was born in the United States to
Afghan immigrants, was directed by a foreign armed group, Hopper said”. On the
contrary, Fox News tried to warrant the offender-ISIS association in its article
without providing other related information. This is noticeable from the
sentences presented in Table 5. However, Fox News did not offer any comment
by authority about the event. The only remark taken was the indirect one, but
it was less credible as Fox News only mentioned ‘counterterrorism expert’
without specifically revealing the source of the statement. In sum, the two news
articles supported finding that both media have different opinions about the
issue of terrorist association. While the offender was linked to ISIS in Fox
News, he is not treated the same in Al Jazeera.
Table 5. The Terrorist Association in News about Offender’s Call Transcript
Fox News
He specifically singled out the death of Abu Wahib, one of the more visible
leaders of the terror group, as one of the main motivations for his attack.
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The new details of the conversations, released by Orlando Police last week,
show Mateen had more than a passing interest in Islamic State, counterterrorism
expert said.
DISCUSSION
The most notable difference in the representation of the offender in this
study was the issue of association between the offender and ISIS. In the two
news articles, Fox News attempted some times to show the offender-ISIS
connection, more than Al Jazeera did. The fact that Fox News has more clauses
than Al Jazeera about the offender-ISIS association was the evidence for such
finding. This attitude on the issue of association aligns with the account that
the description of events in news articles inevitably contains a point of view of
media Van Dijk’s (1988). While Fox News negatively represented the Muslim
offender of Orlando shooting by association with terrorism, Al Jazeera tried
to combat such narrative. This finding is substantiated by the finding in two
other news articles about the offender’s call transcript with 911 office. Also, it
was also confirmed that both media viewed the issue of religion differently,
with Fox News viewed it as a significant issue to be reported, while Al Jazeera
did not.
CONCLUSION
In sum, Fox News and Al Jazeera adopted a different interest in reporting
Orlando shooting. The different interest was signaled by the dissimilar news
content on the driving force of the shooting. It is therefore proven that both
media are biased in representing the Orlando shooting offender and there is a
difference in the way both media covered the news. The difference is mainly
about the terrorist network and the importance of the religious issue in the news
reports. Irrespective of the finding, further research involving more cases and
larger data is necessary as to find out if Muslim and Islam are negatively
represented in crime news, especially in the mass shooting case.
REFERENCES
[1] Abdullah, F.S, Mukundan, J, & Jahedi, M, Review of Studies on Media
Portrayal of
Islam, Muslims, and Iran. International Journal of
Education and Research, 2(12),
2014, pp. 297-308.
[2] Alazzany, M & Eng, W.B, Islam and Muslims in the New York Times:
Two Version, Two Camps. Pertanika Journal, 22(S), 2014, pp. 33-58.
[3] Alhumaidi, Majid, A Critical Discourse Analysis of Al-Ahram and
Aljazeera’s Online
Coverage of Egypt’s 2011 Revolution, Ph.D.
dissertation, Graduate School, University of Florida, Florida, U.S.,
2013.
[4] Fairclough, N, Media Discourse. London: Arnold, 1995.
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[5] Kabgani, Sajad, “The Representation of Muslim Women in Non-
Islamic Media”.
International Journal of Women’s Research,
5(1), 2013, pp. 57-78.
[6] Van Dijk, T.A., News as Discourse. Hillsdale, New Jersey: Lawrence
Erlbaum Associates, 1988.
[7] Van Leeuwen, Theo, Discourse, and Practice: New Tools for Critical
Discourse
Analysis, New York: Oxford University Press, 2008.
[8] Vultee, Fred, Jump Back Jack, Mohammed’s Here, Journalism Studies,
10(5), 2009,
pp. 623-638.
AUTHOR’S BIOGRAPHY
Hengki Agus Rifa’i is currently finishing his undergraduate degree in
Linguistics, English Department Universitas Negeri Padang. He is working as
a mentor for TOEFL class in Blajar.id in Padang and privately teaching English
for different purposes. His research is mainly concerned with online discourse
analysis and educational linguistics.
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Assessing of Indonesian EFL Students’ Ability in
English Texts Translation
Herdi1, Refika Andriani2, Destina Kasriyati3
1
(English Education, Lancang Kuning Univesity, Indonesia, herdi@unilak.ac.id)
(English Education, Lancang Kuning Univesity, Indonesia, andriarefi@gmail.com)
3
(English Education, Lancang Kuning Univesity, Indonesia, destinakasriyati@gmail.com)
2
Abstract
The purpose of the research was to identify the ability of Indonesian English Foreign
Language (EFL) students in translating English narrative text to Bahasa Indonesia.
The method of the research was descriptive qualitative and the participant of the
research was the sixth semester students of English Education Department of Faculty
of Education and Teachers Training of Lancang Kuning University that consisted of
50 students. The researcher used the test to conduct the data. The data were analyzed
by using accuracy scoring rubric which is categorized into three namely accurately,
less than accurately, and inaccurately. The result of the research showed that the
ability of the students in translating English narrative text was categorized into good
level where from 50 students 5 students (10%) were excellent, 35 students (70%) were
good, 8 students (16%) were fair, and 2 students (4%) were poor level. In conclusion,
the ability of the six semester students of English Education Department Faculty of
Education and Teachers Training Lancang Kuning University in translating English
narrative text to Bahasa Indonesia is categorized into good translation.
Keywords - Translation, English Text
INTRODUCTION
Translation is the process of transferring the idea from one language to
another. This process of translation has important factors; they are the
language, context, and the procedure used by the translators. So, the translators
should have a good qualification in both of the source language and the target
language. In another word, in translating a written text, a translator needs to
master the linguistic and cultural factors of both source and target language. It
because a language as an object of the translation is a part of cultural aspect of
a nation.
Language as the object of translation is a part of the culture. That is why
translating a text from one language to another cannot be done without any
ideas of both structure and culture (Larson: 1998). Brislin (1976) said that
translation is a general form refers to the transferring ideas from one language
into another in the form of written, oral, spelling, and sign. Also, Larson (1988)
stated that translation means transferring a message from a source language
into target language.
Newmark (1988) stated that the result of translation influenced by ten
factors. They are ideolect, convension of the source language, cultural aspect,
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the setting of the source text, readers’ assumption, convension of the target
language, a Cultutal aspect of the target language, the setting of the target
language, translator’s references, and translator’s assumption. Beside that, it
could be influenced by social and cultural aspects, politic, etnics, religion, and
gender.
According to Molina and Albir (2002), translation technique is a
procedure for analyzing and clarifying translation result. Translation
techniques can be applied to words, phrases, and clauses. Moreover, translation
technique has five impacts. They are the result of translation, the comparison
between source text and the target text, the units of text, discursif and
contextual, and functional.
Based on observation to the result of the students’ learning evaluation, it
is found that there was a big number of students who have obstacles in
translating a narrative text from English into bahasa Indonesia. The problems
faced by students can be seen from the student's translation. So that, the
researcher would like to analyze the students’ ability in translating the narrative
text from English into bahasa Indonesia of the sixth semester Faculty of
Eductaion and Teachers Training of the University of Lancang Kuning.
This research aims at finding the students’ ability in translating a
narrative text from English into bahasa Indonesia. After that, the result of the
students’ translation would be analyzed by using accuracy scoring rubric. It is
believed that for the students who know the translation procedure well can
improve the ability in translating.
METHODS
This research is a qualitative research, in which all the data were
collected directly from the source and emphasized the descriptive explanation
because of the data in a qualitative research usually in the form of words in a
sentence rather than numbers of quantity. The sample of the research was the
sixth semester students of English Education Department Faculty of Education
and Teachers Training Lancang Kuning University Pekanbaru that consisted
of 50 students.
The research method which was used in analyzing data in this study
included the accessing and handling of the data, which include the
determination of the data source, the method and technique of collecting data
and method and technique of analyzing data. The data was collected through
translation test done by the students.
The following table is the accuracy scoring rubric used for analyzing the
result of the test.
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Tabel 1. Acuracy Scoring Rubric
Category
Score
Qualitatif
Accurate
3
Source language meaning, technical term, clause,
sentences or text transfered accurately
Less Accurate
2
Almost of source language meanings, technical term,
clause, sentences or text transferred accurately. But,
there are some meaning ommited, so it constrains the
whole message
Inaccurate
1
Source language meaning, technical term, clause,
sentences or text transfered inaccurately
From the data gotten, it can be known the students’ ability in translating
the narrative text from English into bahasa Indonesia. Then, the ability will be
categorized into four. They are an Excellent translation, good translation, fair
translation, and poor translation.
RESULT
The test has been done for getting the data about the students’ ability in
translating a narrative text from English into bahasa Indonesia. The test was
conducted by asking the students to translate English story kids into bahasa
Indonesia. The result of the students’ test was analyzed by using an instrument
which was measured the accuracy of the students’ translation.
The accuracy of the students’ translation was categorized into three parts,
accurate, less accurate, and inaccurate. This following table shows the
accuracy of the students’ translation:
Table 2. The Accuracy of Students’ Translation
No
1
2
3
Category
Accurate
Less accurate
Inaccurate
Total
Number of students
30
16
4
50
Percentage (%)
60
32
8
100
It can be known from the table above that the students’ ability in
translating narrative text from English into bahasa Indonesia is good. There are
thirty students are able to translate the text accurately. There are sixteen
students produced less accurate translation. There are four students are unable
to translate the text.
Overall, the students’ ability in translating the narrative text from English
into bahasa Indonesia can be described by the following table.
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Table 3. Percentage of Students’ Ability in Translating the English Text
No
1
2
3
4
Category
Excellent translation
good translation
fair translation
poor translation
Total
Number of students
5
35
8
2
50
Persentage (%)
10 %
70 %
16 %
4%
100 %
In conjunction with table 3 above, it could be clarified that the number
of the students who categorized into excellent translation was 5 students or
10%, 35 or 70% students were categorized into good translation, 8 or 16%
students were categorized into fair translation, and 2 or 4% students were
categorized into poor translation. In conclusion, the ability of the sixth
semester students of English Education Department Faculty of Education and
Teachers Training Lancang Kuning University Pekanbaru was categozed into
good translation.
DISCUSSION
Based on the data, the researcher found that the students’ ability in
translating a narrative text from English into bahasa Indonesia was good. It can
be seen from the number of students who had the excellent and good
translation. They were more than forty students who had a good and excellent
translation. It occurs because they had a good strategy and broad knowledge
of the target language. It is supported by Larson (1998). He said that in
translating a written text, there are linguistics and cultural aspects of language
that must be understood. Because the object of translation is the part of the
culture and that is why translating from one language into anothet cannot be
done without any ideas of cultural and structural aspects of the languages.
CONCLUSION
Having analyzed the students’ translation, it can be known that students
of Education and Teachers’ Training Faculty of the University of Lancang
Kuning had a qualified ability in translating narrative text from English into
bahasa Indonesia especially the story kids text.
REFERENCES
[1]
[2]
[3]
Baker, Mona. 2006. In Other Words. London & New York: Rouledge,
Taylor and Francis Group.
Bassnett, Susan dan Andre Lefevere (Eds.). 2002. Translation, History,
and Culture. USA: Cassell
Hatim, Basil and Jeremy Munday. 2004. Translation An advanced
resource book. London & New York: Rouledge, Taylor and Francis
Group.
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[4]
[5]
Larson, Mildred L. 1988. Penerjemahan Berdasarkan Makna: Pedoman
untuk Pemadanan Antarbahasa (Diterjemahkan oleh Kencanawati
Taniran dari Meaning-based Translation: A Guide to Cross Language
Equivalence). Jakarta: Penerbit Arcan.
Molina
dan
Albir.
2002.
Teknik
Menerjemah.
http://ihsania.blog.uns.ac.id/teknik-penerjemahan-menurut-molina-danalbir/
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The Element of Truth Claim Behind the Sign of Da’wa
Salafi on Social Media Instagram: A Semiotics
Analysis
Herpindo1, Mauli Denil2
Postgraduate of Linguistics, Andalas University, Indonesia,
1
hr.pindo@yahoo.com
2
maulidenil@gmail.com
Abstract
The development of internet and technology is directly proportional to the
increasingly widespread the use of social media in the community. Some people who
only used social media such as Facebook and Twitter are now beginning to switch by
using social media that is more interesting like Instagram because it prioritizes
communication through pictures and photos. In communication through social media
Instagram interaction that occurs is not only in a verbal but also non-verbal through
the sign systems. As a place to express their mind which is offered by media social
like Instagram drives the group of da’wa Salafi to deliver their ideology that contains
a truth claim within a picture. This paper has a purpose of finding out the element of
truth claim or single truth in an Instagram account of da'wa Salafi that makes many
polemics in the society with using the approach of semiotic analysis to the picture as
verbal and non-verbal communication from the side of denotative to get the
connotative meaning. It appears the myth that responded as ideology message behind
the sign of da’wah salafi on social media instagram. After observing and analyzing
the data which is got from social media like the popular Instagram account of da’wa
Salafi with using the approach of semiotic analysis by Roland Barthes, the researcher
finds out some elements of the truth claim on delivering da’wa in social media like in
Instagram.
Keywords: Instagram, Da’wa Salafi, Truth-claim, Denotative, Conotative
INTRODUCTION
The development of the internet is more significant all over the world.
Based on the data from Internet World Statistics, the development of internet
users all over the world are reached in 49, 7 % while in 2000 to 31st of March
2017. On the other side of a total number of internet users, Asia is the large
number 55, 2 % more than 4 million users all over the world. Indonesia, the
development of users based on internet user behavior statistics is increased in
using social media up to 129, 2 million users in 2016.
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98,00%
97,00%
96,00%
95,00%
94,00%
93,00%
92,00%
91,00%
90,00%
89,00%
88,00%
97,40%
96,80%
96,40%
93,80%
93,10%
91,60%
Figure 1. The Survey of the Indonesian user and Internet Service Association,
November 2016
The development of internet and technology is directly proportional of
using social media in society. People that used to use facebook and twitter are
going to change the attractive social media instagram because of more
interesting by using pictures and photos. In communication by using
instagram, the interaction happens is not only in verbal communication but also
in visual communication of sign systems.
The visual communication in instagram has been a drive in da’wa Salafi
deliver their ideology by using pictures and photos. The message and ideology
that occur in instagram contain the element of truth, and radically, da’wa Salafi
in instagram give the sign that the truth is the only from Salafi and out of them
are mubdi’ (the people that are doing bid’ah) and dhalal (misguided). The
character of exclusive in da’wa Salafi lead many polemics in society especially
in social media instagram. Based on the APJJI Survey da’wa is one of the
social activities which agree in daily social life where 106, 8 million people or
81,9 % internet user use it in da’wa and delivering ideology.
One of the most aggressive groups using non-verbal or visual
communication in delivering their ideology in social media instagram is salafi
through instagram account @ kajianislam, @dakwah_tauhid, @ salamdakwah,
@dakwahsunnah, @indonesiatauhid, @artghuraba. The author chose the
account because it has followers of more than 100 K or more than a hundred
thousand followers.
The word salafi is not referring to the traditional islamic boarding school
or pesantren community in Indonesia, but a name of the newly emerging
Islamic movement in Indonesia since the 21st century centered on Saudi
Arabia. Salafi cultivation is derived from the al-salaf al-salih al-salih 'former
shalh' classical scholars who make the Qur'an and Sunnah as a source of
Islamic doctrine (Hegghammer in Meijer, 2009: 247). The movement of
da'wah salafi focuses on the da'wah purification of theology by destroying all
forms of religious innovation, also reject the way of scientific dicipline
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(mazhab) by restoring all Islamic law to the Qur'an and Sunnah (al-Rasheed,
2007: 22).
The existence of da'wah salafi in social media instagram makes many
polemics in the multicultural Indonesian society with an inclusive Islamic
characteristic. The strong doctrine of da’wa salafi in social media instagram
with the doctrine that they conveyed through the visual messages of photos and
images raises a lot of contra of the community of social media users in
instagram. The message of visual sign that they deliver in instagram tends to
something that contains elements of khilafiyah (dissenting opinion among
scholars), which essentially the problem of furu '(branches of the opinion of
scholars in the matter of fiqih) which made as if it is wrong and contrary to
Islam.
When religion has entered the domain of ideology, then religion has
become part of the truth that must be defended and championed in various
ways including the means that are essentially "against" the religious text itself.
The one-sided invocation by saying that one has done dhalal, mubdi '(the
person who makes the bid'ah), the musyrik (people who do syirk), to the more
radical level that is kafir (people who have come out of religion) is a bit the
story of the face of religion with harsh, radical and fundamental interpretation
that tends to a single truth (Syam, 2009: 23).
The fundamentalism movement tends to claim the single truth is
obviously destructive and does not build a tolerant, reviving world civilization
it means that reviving the wrong classical religious. In the phenomenon that
occurred in Indonesia, the presence of fundamentalist groups has formed a new
image of Islam, as a religion that is intolerant, anti-divergent, and often
sentenced.
Instagram as a non verbal object is an organized sign system that contains
organized codes that reflect certain values, attitudes and also certain beliefs.
Each message in an instagram of two levels of meaning is expressed explicitly
on the surface, and the meaning implied implicitly behind the surface of the
instagram visual object. Therefore semiotics become an appropriate method to
know the construction of meaning that occurs in the picture in instagram by
emphasizing the role of sign system with the construction of reality, then
through semiotics, the ideologies behind instagram of da'wah salaf can be
dismantled. Semiotics is a form of structuralism, because semiotics holds that
human cannot know the world through its terms, but only through conceptual
and linguistic structures in culture (contextual).
The poin of view of the mythology in which there is an ideology is a
semiotic system in which the presence of a picture and text relation in the
image requires a full field to a mythology that has three dimensions; Signifier,
the signified and the sign (Barthes, 1991: 114).
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METHOD
This research is a qualitative method with the presentation of semiotic
analysis. The study aims to describe what is currently applicable. The semiotic
analysis attempts to find the meaning of the mark including the things hidden
behind a sign (images, photos, text, advertisements, news, etc.). The sign
system itself has a highly contextual nature and depends on the user of the sign.
The thinking of the sign user is the result of the influence of the various social
constructions in which the user of the sign is located (Kriyantono, 2006).
The technique that uses is to collect specific data and then analyze the
content of the study based on the focus of the problems discussed and present
in informal form (Sudaryanto, 2016). The data search is a picture and photo
uploaded by some Instagram daafah salafi account. The images and
photographs were taken by ideological elements leading to a single truth which
led to a polemic in the midst of a multicultural Indonesian society. After the
data had been collected, the researcher analyzed it using Roland Barthes's
semiotics theory known as "Order of Significations," consisting of (1)
Denotation. The dictionary meaning of a word or terminology or object ( the
literal meaning of a term or object); (2) Connotation (Kriyantono, 2006). It
describes the interation that occurs when the sign meets the feelings or
emotions of the reader as well as the values of his culture and the second sign
consisting of three elements of myth; signifier, signified, and sign (Barthes,
1991:114). The results of the analysis will be presented in an informal form
where the vebal language is used to describe the data being analyzed.
DISCUSSION
A semiotic analysis of Roland Barthes about the element of truth claim
on the Instagram account of da’wa Salafi
As mentioned in the previous discussion that the object of semiotic
research is a sign of both verbal and visual or nonverbal signs. Both types of
signs are intended to describe the elements of truth claims on the Instagram
account of da'wah Salafi such as @ kajianislam, @dakwah_tauhid, @
salamdakwah, @dakwahsunnah, @ indonesiatauhid, and @artghuraba.
1. The obligation to lengthen the beard and it’s forbidden to shave it
The hadith which is laid in the picture explains that "disparate the
musyrik, and let the beard and keep the mustache trimer" (Narrated by Bukhari
no 5892). It is also proved by the visual image as follows:
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Figure 1. https://www.instagram.com/kajianislam/
In Figure 1, according to Roland Barthers's semiotic comprehension, the
denotative level appears in the image of bearded male from the account of @
khajianislam, then the admin also quotes Bukhari's hadith and gives
justification through the statement as follows: "because admin love to Prophet
Muhammad shallallhualaihiwasallam, then admin still keep a beard even
though only a few strands :D "
The quotation of hadith in the picture and the admin’s statement above
delivers the meaning that if we love Prophet Muhammad , then lengthen the
beard even though only a few strands, and it makes the reader feels like if they
don’t lengthen the beard or shaving their beard, so it means they don’t love
Prophet Muhammad.
Figure 2. https://www.instagram.com/dakwah_tauhid
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In figure 2, the admin of @dakwah_tauhid post a picture of long trousers
that passthrough the ankles by making a cross "X" with the words "Maksiat for
life ..!" And "Shave the Beard and Isbal" by adding a quote of the Qur'anic
verse as a justification that inappropriate with the context "So let those who
transgress His command fear about a painful punishment" (Surat an-Nuur: 63).
The connotative meaning in Fig. 1and FIG. 2 can be explained that
according to Salafi beliefs, the law of lengthening beards for men is obligatory
and it is part of showing the love of the Prophet, and the natural tendency for
a man. Especially in figures 2 of shaved beards are sinful behavior and included
to immoral acts.
According to Barthes after the sign of connotation is raised from a sign,
it will appear to be a myth of the sign, that is, in the doctrine of the Salafi about
lengthening the beard is a duty, and the shave is asinful behavior andimmoral
acts.The elements of truth claims are shown in the picture, since the account
of da'wahsalafi@dakwah_thauhidonly quotes one hadith, a Qur’anic verse
which is inconsistent with the context and also there is no opinion of other
scholars about the law of lengthening the beard. Although the hadith above
uses the word command (fi'ilamar), not necessarily, the word indicates the
obligation to do it. The scholars of the Shafi’Imadzhabsay that the command
is going to besunnah. When we read it attentively, the command to lengthen
the beard in the context of the hadith is not purely related to religious, but also
the culture. The flashback in many years ago, it is clear that the hadith speaks
in the context of the order by appearing different from the Jews at that time.
The scholars of Hanafiyah argue that "Haram on men cut off his beard" (Book
of Radd al Muhtar 'ala Dar al-Mukhtar), Ibn Abidin).However, the scholars of
Malikiyya argue that "there are those who condemn the obligatory and those
who punish the sunnah are all about arguments, so which is more precise is not
obligatory or makhruh" (Imam An-Nawawi, SharahSahih Muslim, Hadith No.
383, HafidzIbnuHajar, Fath al -Baari, Hadith No. 5422).
The law of shaving the beard is one of some khilafiah (difference).If we
bring to the cross madzhab, there are so many khilafiah (difference) that will
be found. Blaming something by only seeing one proof dalil in single build
justification will make a polemic in the middle of the diversity of Muslim
society.
2. The Obligation Using Trousers Above the Ankles
Another doctrine of Salafi is a forbidden of wearing trousers below the
ankles isbal. It can be seen from the image which is posted by one of Instagram
account of da'wahsalafi @salamdakwah as follows:
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Figure 3. https://www.instagram.com/salamdakwah
The Admin of @salamdakwah post a picture of wearing trousers above
the ankles, then admin also adds the word "It is just nothing...my trousers are
like this because I'm just afraid to go to hell, brother..."
Figure 4. https://www.instagram.com/dakwahsunnah
In the Instagram account @dakwahsunnah, the admin also posts a picture
of trousers that are above the ankle by adding a quotation of the wordslike
"Wearing trousers which is long below the ankle, they should be in HELL."
In the figures 3 and 4, according to semiotics analysis of Roland Barthers
has a denotative meaning in the form of forbidden to the people who are
wearing the trousers or sarongs below the ankle isbal. The Instagram account
likes @ala da'wah, and @dakwahsunnah had quoted one hadith of Bukhari no.
5787 "Wearing trousers which is long below the ankle, they should be in
HELL."
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The connotative meaning that found in figure 3 and 4 is an obligation to
cut the trousersabove the ankle. In picture 4, the admin makes the quote "It is
just nothing...my trousers are like this because I'm just afraid to go to hell,
brother..." which shows an implied message that people who lengthen his
trousers below the ankles will make them go to hell.
The myth that appears in the connotation meaning in the figures 4 and 5
is in the doctrine of Salafiabout the obligation to wear trousers above the ankle
become an absolute obligation. According to the Salafi’sview, theagent of
isbal(the person who lengthens the trousers above the ankle) will go to hell for
sure.
The elementof truth claim (single truth) is seen in the picture above
because based on the fact that the scholars of fiqihhave different opinion
against the issue of isbal (the person who is wearing the trousersbelow the
ankle). The quote of hadith in the Salafi’s Instagramlikes @ salamdakwah and
@dakwahsunnah about the restriction of isbal only suitable to the context at
the certain time in the past, because the Arabs at that time were identical with
ria and arrogance.
As Fiqhiyyah, the scholars of hadith about the forbidden of isbal (the
person who lengthen the trousersbelow the ankle) is sunnah; It is not going to
be an obligation. The Prophet gives remission if the isbalaims as long as not to
be arrogant, thus theisbalis allowed and not haram and also not going to the
hell absolutely (Imam An-NawawiSyarahShahih Muslim Volume I, p. 128).
The matter of how to dress is a culture. In Islam, we recognize the term
tahzin or ethics in the way of appearance that accordance with the local
environment. When blaming that the isbal’s place is only in the hell and also
justadding one quotation of some hadith, it will be a messfor muslimsociety
who are tolerant and democratic people.
CONCLUSION
After reading and reviewing several Instagram accounts of salafisuch as
@ kajianislam, @dakwah_tauhid, @salamdakwah, @dakwahsunnah,
@indonesiatauhid, and @artghuraba by using semiotics analysis Roland
Barthes, the researcher found some doctrine that tends to impose the desire
with only giving one quotation of Qur’anic verse or hadith. The single truth
and unilateral verdict in the field of ikhtilaf (differences opinion of the
scholars) will bring up a lot of polemic among the Muslims society, so it could
have been the potential to divide the ukhuwah islamiyah.
The doctrine of Salafi based on the Qur'an and Hadith as textualityscola
scriptura that found in this research are opposed so much by the Muslim
society. Of course, this opposition is coherence with the consideration of other
verses and hadiths which are also present in Islamreligion and the social
context socio histories when the Qur’anic verses and hadiths used to reinforce
the doctrine of Salafi exist.
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The paradigm of Salafi thought that eliminates the role of the scholars
who are respected figure. They are also not like giving the scholars a proper
place in their capacity as a guide and guidance. What makes it even more
phenomenal is that the doctrine of Salafi is rapidly spreading almost all over
the world including Indonesia. And the average of the partisan Salafi is a
creativeyoung man and spread out the ideology with only a few Qur’anic
verses and posts it on social media including Instagram.Unfortunately, the
doctrinegoes to the radical level at the end that consists of blaming someone
other than his group as experts of hell, immorality, and pervert.
REFERENCES
[1] Al-Rasheed, Madawi, Contesting the Saudi State: Islamic Voices from a
New Generation.
New York: Cambridge University Press, 2007.
[2] Barthers, Roland, Image Music Text, England: Fontana Press, 1977
[3] Barthes, Roland, Mythologies: NewYork: The Noonday Press, 1991
[4] Hegghammer, Thomas, Jihadi Salafis or Revolutionaries: OnReligion
and Politics in the
Study of Islamist Militancy, dalam R Meijer
(ed). 2009. Global Salafism: Islam's NewReligious
Movement.
London/New York: Hurst/Columbia University Press,
2009.
[5] Kriyantono, Rachmat.Teknik Praktis Riset Komunikasi: Disertai Contoh
Praktis Riset Media, Public Relations, Advertising, Komunikasi
Organisasi, Komunikasi Pemasaran. Jakarta: Kencana, 2006.
[6] Sobur, Alex, Semiotika Komunikasi, Bandung: Remaja Rosdakarya,
2003.
[7] Surdayanto, Metode dan Aneka Teknik Analisis Bahasa: Pengantar
Penelitian Wahana Kebudayaan Secara Linguistis. Yogyakarta:
DiandraPrimamitra, 2015
[8] Syam, Nur, TantanganMultikulturalisme Indonesia Dari Radikalisme
Menuju
Kebangsaan, Yogyakarta: Kanisius, 2009.
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Politeness of Announcements Announced at Tokyo
Station Japan
Idrus
Faculty of Humanities Universitas Andalas Indonesia
idrus_unand@hotmail.com
Abstract
This paper discusses the form of politeness in Japanese. This study is a qualitative
research that discusses and explains the politeness of Japanese language
announcement. The aims of this research are to analyze the forms of politeness in
Japanese announcement and to analyze the meaning of the implicature contained in
the Japanese language announcement. This research data taken from announcement
collected at Tokyo station on January 26th, 2017. The theories employed in this study
are Takiura’s Japanese politeness (keigo) form theory which aims to describe the
form of politeness in Japanese, Yamaoka's theory of speech function which aims to
reveal the function of speech and Grice’s implicature theory which aims to reveal the
implicit meaning of the utterances. The research results show that the announcement
announced at Tokyo station consists of three forms, they are sonkeigo, kenjougo II/
teichougo and teineigo. The functions of the announcements are information, thanks,
and command. Then, these announcements’ meaning not only conveys the explicit
meaning but also imply meaning.
Keyword: politeness, keigo, announcement, speech function, implicature, Tokyo
station
INTRODUCTION
Tokyo station is a train station located in Tokyo city, Japan. The station
departed about 4,000 trains each day consist of bullet train (Shinkansen),
electric train and subway to other stations in Tokyo. This station is also the
starting point or the last station for the long-distance train from Tokyo station
to station in other prefectures. Therefore, Tokyo station is said as the busiest
railway station in Japan. (http://www.japanvisitor.com/japan-cityguides/japan-stations/tokyo-station)
As the busiest train station in Japan, Tokyo station must be equipped with
various facilities so that passengers and station users feel comfortable. One of
the facilities stacked at Tokyo station is the announcements announced by
loudspeakers. The existence of the announcement is important for passengers
and station users so that they can be able to take the train on schedule and not
get lost in the big Tokyo station. Tokyo station is not only used by Japanese
people but also by foreigners/ tourists who come to visit Japan. That’s why the
existence of the announcement announced at Tokyo station would be very
useful for passengers and station users as one of the services of the station. The
announcements can also be said as a form of social interaction between the
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station with passengers and station users. Kushartanti (2005: 105) states that
social interaction will be established well if there is politeness in the
interaction.
Passengers and station users are valuable consumers for the station. The
station wants passengers and station users to continue using the Tokyo station.
Therefore, the language used in the announcements in the station must be
polite. This research studied Politeness of Announcements Announced at
Tokyo Station Japan.
Cruse (2006: 131) explained that politeness insofar as linguistic behavior
is concerned, politeness is a matter of minimizing the negative effects of what
one says on the feelings of others and maximizing the positive effects. Mills
(2003: 6) stated many linguists say that the term “politeness” describes
behavior which is somewhat formal and distancing, where the intention is not
to intrude or impose. Being polite means expressing respect towards the person
you are talking to and avoiding offending them.
Politeness in Japanese is also known as keigo (Takiura 2008:50). Heo
and Miyazaki (2013: 128) classified it as sonkeigo, kenjougo and teineigo.
Meanwhile, Takiura (2008: 56-59) classified the keigo into sonkeigo, kenjougo
I, kenjougo II/ teichougo, teineigo and bikago. In this research, the
classification of keigo by Takiura is used to analyze the form of politeness
announcement announced at Tokyo station.
The speech function is classified by Searle (in Koizumi 2001: 94, Proost
2009: 998, Gunarwan 2007: xiii) into the declaration, commissures, directives,
assertive and expressive. In contrast to Searle, Yamaoka (2010: 125) classified
the speech function into deontic, declaration, assertive, expressive and
formations. In this paper, the function of speech classified by Yamaoka used
because this research data is an announcement in the Japanese language which
is also a language studied by Yamaoka.
About the meaning of the announcements to be conveyed but not
expressed verbally, it is analyzed using Grice’s implicature theory. Grice (in
Idrus 2015: 26-28, Meibauer 2006: 365, Horn and Ward 2006: 3) found that
implicatures are a component of the speakers meaning who are part of the
intended aspect without becoming what is mentioned. The meaning of the
speaker consists of what is said and what is implicated.
METHOD
This research uses the qualitative method. The qualitative method can be
used to reveal details of certain language phenomena that are difficult to
uncover with quantitative research (Strauss and Corbin 1990: 19). Creswell
(2003: 74) also said that qualitative research is suitable to be used in
understanding and exploring a concept or phenomenon. The purpose of
qualitative research is to found and analyzed the meaning of the data, then to
explain the facts in depth and clear. This research revealed the politeness
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contained in the announcement announced on the platform 10 Tokyo station,
Japan.
The data in this study is oral data collected by listening techniques and
recorded it. Data collection was conducted on Thursday, January 26th, 2017 at
17.00 ~ 18.00. Recorded data listen repeatedly and then transcribed by writing
it. The amount of data collected is 17 data classified by form. The next stage
is the analysis of data from analysis of the meaning of the announcement,
reviewed the implied meaning contained in the announcement announced at
the Tokyo station.
RESULT AND DISCUSSION
The results and discussion of this study are described in 3 stages. First
the analysis relating to the form of politeness at Tokyo station, second the
analysis related to the announcement’s function at Tokyo station and third the
analysis related to the implicature meaning of the announcement announced at
Tokyo station.
a. Announcement Politeness Form at Tokyo Station
Announcements announced by the station (speaker) to passengers and
station users (speaking partners) consist of 3 forms: sonkeigo, kenjougo
II / teichougo and teineigo. The three forms of these announcements in
detail can be seen below.
a. Sonkeigo
Sonkeigo is used to honor the speaking partner or the person acting.
(1) 本日もJR東日本
利用くだ いま
あ
う
いま
す
honjitsu mo jr higashi nihon o goriyou kudasai mashite
arigatou gozaimasu.
‘Thank you very much for using JR East Japan today.’
(2) 忘れ物
いませ
う
乗 換え下 い
wasuremono gozaimasen youni onorikae kudasai.
‘Please transfer without any lost items.’
The data (1) and (2) above are announcements that belong to the
sonkeigo. It is characterized by presence
利用くだ い/goriyou
kudasai (
漢語
い/go+kango+kudasai) and 乗 換え
下 い/onorikae kudasai (
動詞
形
い/o+doushi
masu kei+kudasai) which characterize the politeness of sonkeigo.
b. Kenjougo II/ Teichougo
Kenjougo II /Teichougo is used to show humility to the speaking
partners regarding the thing or the act of the speaker.
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(3) まも く10番線 回送品川行
参 ます 危 い す
黄色い線ま
下
下 い
mamonaku 10 ban sen ni kaisou shinagawa yuki ga mairimasu.
abunai desu kara, kiiroi sen made osagari kudasai.
‘Train to shinagawa will come on line 10 shortly. Because it is
dangerous, please wait behind the yellow line.’
(4) 中央線各駅停車 列車 当駅
停車致 ませ
chuuou sen kakueki teisha, ressha wa toueki ni wa teisha
itashimasen.
‘Chuuou line trains that stop at every station; the train will not
stop at this station.’
Based on the form, the announcement of data (3) and (4) is an
announcement which includes Kenjougo II/ Teichougo's politeness.
Kenjougo II/ Teichougo's politeness is characterized by the use of
special verbs such as 参
/ mairimasu and
/ itashimasen.
c. Teineigo
Teineigo is used to show politeness directly to the speaking partner
and when making a variety of respectful use of the word.
(5) 10番線品川行 発射 ます
10 ban sen shinagawa yuki hassha shimasu.
‘Train to shinagawa on track line 10 will depart’
(6)
列車 全車指定席 す
kono ressha wa zensha shiteiseki desu.
‘This training seat is reserved a seat.’
Data (5) and (6) belongs to the politeness of teineigo. This type of
politeness is characterized by the verb form
/ masu (発 射
/hassha shimasu) or copula form
/ desu.
b. Announcement’s Function at Tokyo Station
If the function is seen, the announcement announced to passengers and
station users (speaking partners) of Tokyo station serves as a
notification speech, thanks and commanding speech. The notification,
thank and command speech can be seen below.
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a) Notification
Notice submitted to complete the information required passengers
and station users’.
(7) まも く10番線 普通熱海行
参 ます
mamonaku 10 ban sen ni futsuu atami yuki ga mairimasu.
‘train to atami will arrive on track 10.’
(8)
列車 4つドア15両 す
kono ressha wa 4 tsu doa 15 ryou desu.
‘This is a series of 15 carriages with four doors per carriage.’
Announcements on data (7) and (8) serve as notices. In the data (7)
the station (speaker) conveys information to passengers and station
users (speaking partners) regarding the arrival of trains on line 10
that will lead to Atami. Meanwhile, in data (8), passengers and
station users get information on the number of train cars
accompanied by the number of doors in each carriage.
b) Thanks
This speech is delivered to the speaking partners to make a positive
contribution to the speaker.
(9) 東京東京 乗車あ
う
います
tokyo tokyo gojousha arigatou gozaimasu.
‘Tokto Tokyo Thank you for your ride.’
Data (9) is an announcement that serves as a thank to the
passengers and station users (speaking partners) who had used the
train that stopped at the Tokyo station.
c) Command
The station (speaker) expects passengers and station users
(speaking partners) to do a certain action based on the authority it
has.
(10) 10番線
注意下 い
10 ban sen ni gochuui kudasai.
‘Please pay attention to track 10.’
The announcement on data (10) serves as a command to be careful.
The station (speaker) instructs passengers and station users
(speaking partners) to be careful of the train activities that are on
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line 10, whether in connection with the arrival or departure of
trains.
c. Announcement’s Meaning at Tokyo Station
Announcement announced at Tokyo station besides having to mean by
what is delivered also has implied meaning. The implied meaning of
the announcement announced at the Tokyo station can be seen below.
(11) 10番線 ア 閉
注意
い
10 ban sen doa ga shimarimasu. gochuui kudasai.
The train door on line 10 will be closed. Please be careful.
The announcement on data (11) besides literally means that the train’s
door on line 10 will be closed, passengers and station users (speaking
partners) are expected to be careful not to get caught in the train’s door
also have implicature meaning. The implicature meaning of this speech
is passengers and station users (speaking partners) who have near
position from the train door; please enter into the train immediately. In
contrast, passengers and station users (speaking partners) who have far
position from the train door are not told to push themselves to enter into
the train, because there is a risk of being pinned on the train’s door. So,
just wait for the next train.
(12)
列車 全車指定席
kono ressha wa zensha shiteiseki desu.
‘This training seat has reserved a seat.
Data (12) announces that the train is a carriage which seats must be
ordered also has implied meaning. The meaning implied by this
announcement is that passengers and station users (speaking partners)
who do not book train seat tickets cannot board this train. Thus,
passengers and station users (speaking partners) are instructed to
purchase or book train seat tickets first.
CONCLUSION
Announcement announced at Tokyo station provides a variety of
information to passengers and station users. This announcement is one form
of interaction between the station with the passengers or station users. The
station in its interaction with passengers and station users looks very respectful
of passengers and station users because passengers and station users of those
stations are their customers. Although the announcements announced to
passengers and station users are clear enough, there is still another message
delivered by the station to passengers and station users. In the next research
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will be examined how the response of passengers or station users to the
message contained in the announcement announced at the station.
REFERENCES
[1]
Creswell WJ. (2003). Research Design: Qualitative, Quantitative and
Mixed Methode Approaches. London: Sage Publication.
[2] Cruse Alan. (2006). A Glossary of Semantics and Pragmatics.
Edinburgh: Edinburgh University Press.
[3] Grice H.P. (1975). Logic and Coversation. In Morgan Cole & J.P.,
Syntac and Semantics (pp: 41-58). New York: Academic Press.
[4] Gunarwan Asim. (2007). Pragmatik: Teori dan Kajian Nusantara.
Jakarta: Universitas Atma Jaya.
[5] Heo Myeongja, Miyazaki Keiko. (2013). Leberu Appu Nihongo
Bunpou. Tokyo: Kuroshio.
[6] Idrus. (2015). Tesis: Humor dalam Komik Strip Bahasa Jepang Sebuah
Tinjauan Pragmatik-Semiotik. Depok: Universitas Indonesia.
[7] Kushartanti. (2005). Pragmatik. In Kushartanti, YuwonoUntung,
Lauder RMT Multamia, Pesona Bahasa (pp: 104-113). Jakarta: PT
Gramedia Pustaka Utama.
[8] Meibauer J. (2009). Implicature. In Mey L.Jacob, Concise
Encyclopedia of Pragmatics (pp: 365-378). Oxford: Elsevier Ltd.
[9] Mills Sara. (2003). Gender and Politeness. New York: Cambridge
University Press.
[10] Proost K. (2009). Speect Act Verbs. In Mey L. Jacob, Concise
Encyclopedia of Pragmatics (pp: 995-100). Oxford: Elsevier Ltd.
[11] Strauss A., Corbin J. (1990). Dasar-dasar Penelitian Kualitatif.
Yogyakarta: Pustaka Pelajar.
[12] Takiura Masato. (2008). Poraitonesu Nyuumon. Tokyo: Kenkyusha.
[13] Ward R. Horn: Gregory Laurence. (2004). The Handbook of
Pragmatics. Oxford: Blackwell Publishing Ltd.
[14] Yamaoka Masaki. (2010). Komyunikeeshon to Hairyouu Hyougen.
Tokyo: Meiji Shoten.
http://www.japanvisitor.com/japan-city-guides/japan-stations/tokyo-station
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Android Based Bilingual Dictionary of Graphic
Technique as Enrichment of English Course in
Graphic Technique Department
Ika Agustina1, Syahripal Putra2, Murtopo3
1
Teknik Grafika, Politeknik Negeri Media Kreatif, Indonesia, agustina.ika87@gmail.com
2
SMA Negeri 1 Limapuluh, Sumatera Utara, Indonesia, syahripalputra@gmail.com
3
Desain Grafis, Politeknik Negeri Media Kreatif, Indonesia, murtopo25@yahoo.com
Abstract
Dictionary is one of the important media in learning English. Along with the rapid
development of mobile technology at this time, the various applications for mobile is
widely developed as a medium of learning, one of them is the application of Androidbased dictionary. Dictionaries on mobile devices are more practical than
conventional dictionaries, as users can receive information quickly anywhere without
space and time constraints. Related to this, The research aims to create a dictionary
application of English-Indonesian graphics techniques capable of running on
android-based phones. This application is built to help and meet the needs of students
majoring in graphic engineering in searching for meaning and understand various
English words related to the science of graphics. The collection of words and phrases
(word entries) related to the science of graphic engineering is done through literature
studies of books, internet and other relevant sources. In addition, the collection of
words and phrases is also done by conducting in-depth interviews with lecturers or
graphic engineering experts. The programming languages used in making this
language dictionary application use Java 2 Micro Edition (J2ME) and SQLite. The
dictionary after being validated of 4.14 with good category) and tested received a
positive response from students indicated with very positive questionnaire results.
Keywords -dictionary, graphic technique, android
INTRODUCTION
Technology developments encourage rapidly evolving language that
results in the language that is now used increasingly dynamic following
civilization and human culture. The need for speed and accuracy in learning
requires that educational elements such as lectures and students seek
educational technology that helps to accelerate the achievement of students’
competence. Similarly, in the context of language learning the existence of a
dictionary is necessary, as Chaer (2007) points out that the dictionary function
is to preserve the purity of the language. So to accommodate the thoroughness
of the use and disclosure of names and terms it requires a dictionary to
straighten and enrich the treasury of language by the context. But the existing
dictionary is less specific with the context of majors and expertise, especially
in the field of graphics engineering, then with rapid technological advances,
required an application that can accelerate the fulfillment of competent human
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resources graphics techniques. Therefore, this research designs and creates a
bilingual graphics dictionary application with English-Indonesian translation,
and can be used on Android-based mobile devices to make it easier for students
to find meaning and understand English words and phrases related to the
science of graphics.
METHODS
This research used to research and development (R & D) method.
Researchers collected data from books, the internet and other sources relevant
to the techniques of graphics as well as from experts who are competent in the
field of graphic engineering. Meanwhile, the model used in designing this
application was UML (Unified Modeling Language). The object of this study
is 'lexicon entry.' The entry is the input word or phrase in the dictionary given
in the entry (Alwi: 2003). The technique of collecting data in this research was
documentation. Documentation was done in two ways. First, by collecting
English words and phrases related to the graphic techniques of the dictionary,
some graphic engineering books and other sources such as the internet and the
encyclopedia. Second, collecting words and phrases of graphic techniques
through lecturers of graphic techniques and practitioners in the field of graphic
engineering to confirm the accuracy and suitability of the meaning of the
words.
The steps in research conducted were:
1. Preparation
At this stage the researchers analyzed the needs of the research, in the
form of materials, data, as well as hardware and software used in the
production of dictionary applications of graphic techniques English and
Indonesian, as well as additional literature related to research in the form
of books, articles, journals related to programming Android.
2. Data Collection
At this stage, the researchers collected words and phrases graphic
techniques in English and Indonesian. The researchers also collected
references on theories of how to design an Android-based dictionary
application. As the mobile application programming language used in
this research was Java 2 Micro Edition (J2ME) and SQLite for the
database used to store data.
3. System Analysis
Analyzing the existing problems on how the application of English Indonesian language graphic dictionary can be run easily and can be
utilized by users on mobile using android minimum operating system 2.2
(Frozen Yoghurt).
4. System Design
The stage of preparation of processes, data, process flow and
relationships between data, application interfaces and meet the needs by
the analysis of user needs dictionary graphic engineering of English 199
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ISBN : 978-602-60613-3-1
Indonesia translation and Indonesia - English translation. In the system
design described an overview of the general system Database
implemented with design model of Unified Modeling Language and
Table.
5. Implementation
At this stage, the creation of the application program that runs on gadgets
and mobile based on the design and implements string matching
algorithm. The views of the apps created and the installation process was
tailored to the analysis and design made earlier. The running steps in this
application are, when inputs are entered in the form of words in the
Indonesian language, then processed with a mechanism that has been
defined and produce the output of words in English and vice versa.
6. Testing and Evaluation
At this stage, researchers tested the application program that has been
created and then handled and fixed errors that exist in the application
program to run properly. At this stage, the researchers performed various
testing to test the program model. The test was to check for existing logic
errors as well as layouts. This stage aimed to produce the correct
software logically and by the design goals at the beginning. The
dictionary was also tested on the students and evaluated the deficiencies
with the responses to the questionnaire.
RESULT
Implementation of Dictionary Application
The process that occurs in the use of the graphic English - Indonesian
dictionary application is as follows:
1. In the process of the initial screen, there are two option buttons to enter
and exit.
2. When the user selects the login button, the user will be presented with
a translation screen page, while the quit button is used to directly exit
and end the application.
3. Once you have entered the translation page, there are two categories of
options to translate from Indonesian into English or from English into
Indonesian.
4. Followed by inputting words into word search form that has been
available for translation
5. For the translation process, then the user can click the translate button
that is useful for word search.
6. The result of a word search that has been input will be displayed on the
result form.
Application Development
This English - Indonesian dictionary application can be installed on
android - based smartphone previously compiled via Eclipse Galileo 's IDE
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(Integrated Development Environment) through codes which then become a
file in the .apk (Android PacKage) form. For further development in the
distribution of applications, developers are required to package the
applications that have been made. In doing packaging, developers can also
include certificates on applications that have been made as evidence that the
application is a self-developed application. This certificate also serves as a key
provided by Google as a way of identifying for application developers.
The Result of Validation and Testing of English – Indonesian Graphics
Dictionary Application
a. Validation
To prove the expediency of bilingual graphics dictionary, then the first
step was to validate the dictionary application by asking the suggestion and
opinion of media and technology along with graphic engineering experts and
practitioners. The result of validation of the dictionary application quality was
calculated with the scale range 1-5, as the following criteria:
X > 4.2
= Very good
3.4 < X ≤ 4.2 = Good
2.6 < X ≤ 3.4 = Moderate
1.8 < X ≤ 2.6 = Bad
X ≤ 1.8 = very bad
Table 1 The Result of Bilingual Graphic Dictionary Validation
Validation Score
No
Aspect
Validation 1
Validation 2
Validation
3
1 Design of dictionary
4.3
4.1
4.2
apps
2
Content feasibility
4.1
4.1
4.0
3
Content display
4.1
4.0
4.3
Average
4.17
4.07
4.17
Total average
4.14
Based on the data above, it can be concluded that bilingual graphic dictionary
application in total has met the good quality category. However, there was
some shortage in the application that needs to revise to make it proper utilized.
The shortage resided in the image to illustrate the word or phrase as a reference.
b. The Testing
The testing resulted in qualitative data in critique and suggestion form
from three validations and students as testing respondents. The data were used
to improve the production quality of bilingual graphics dictionary basedandroid application. The qualitative data in the form of the questionnaire is
shown in Table 2.
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Table 2 Comments and suggestion of validator on bilingual graphic dictionary
Validation
Comments and Suggestion
Correction
1
- Add help and about menu
- Help and about were added
- Simplify the lexicon
- The lexicon roots were
simplified
2
Display image as word illustration Image database was created as
and reference
word illustration and reference
3
The word input form needs to - The word input form was
simplify
simplified
Adjust the font size
- The font size was adjusted
Remove the underlined target - the underlined target
words
words were removed
Questionnaire of dictionary application was intended for students as a
subject user of bilingual graphics dictionary application. Student criticism and
suggestion on the questionnaire after using bilingual graphics dictionary
application as a whole can be seen in Table 3
Tabel 3.3 Comments and suggestion of students on bilingual graphic dictionary
Dictionary
Comments and Suggestion
Correction
application
aspects
Image
The image is needed as word The database of image related
illustration and reference
to the word or phrase was
added
Font
Font size needs to magnify
Adjust
font
size
with
readability distance.
DISCUSSION
Language and technology are two mutualism symbiotic entities that
support each other. In the context of foreign language learning such as English,
significant technological involvement can help to ease the learning process.
For example, the availability of a dictionary makes it easier for students to
search for words, as well as dictionaries are also specially composed with the
meaning of a word in a particular field called terminology dictionary, e.g. a
specialized dictionary of graphic techniques.
Utilization of bilingual dictionary application (English-Indonesia) based
on android graphics empirically proven to accommodate the needs of students
as replacement of book that is easy to carry and can be used anytime and
anywhere. The use of dictionaries on mobile devices is very practical
compared to conventional dictionaries in the form of large and thick books in
general or the use of dictionaries on the computer (PC) because through a
mobile dictionary. All words can be input and found to match quickly even
with a complicated process, but the need for reference material for English in
graphics that have not been developed can be answered with the creation of
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bilingual graphics technique dictionary. Therefore, it is one solution to
accelerate the fulfillment of competitive human resources graphics techniques.
CONCLUSION
Based on the research and development, it obtained validation score of
bilingual graphics dictionary based-android application by the experts of 4.14.
It indicated that the qualification of the dictionary is good. Students responded
very positively to the existence of the dictionary apps. Dictionary revisions
were based on criticism and suggestions, to improve the quality of bilingual
graphics dictionary applications as an alternative source of students selflearning.
REFERENCES
[1]
[2]
[3]
[4]
[5]
Booch, Grady. Object Oriented Analysis and Design with Application 2nd
Edition. USA: Addison-Wesley. 2005.
Chaer, Abdul. Leksikologi dan Leksikografi Indonesia. Jakarta:P.T.Rineka
Cipta. 2007.
Kurniasih, Ika. Analisis Lema pada Kamus Bahasa Indonesia untuk Pelajar.
Yogyakarta: Skripsi Universitas Negeri Yogyakarta. 2014.
Supriadi, Y. Semua Bisa Menjadi Programmer Android. Jakarta: PT Elex
Media Komputindo. 2014.
Wasono, Antonius Bowo, et al. Teknik Grafika dan Industri Grafika. Direktorat
PSMK: Jakarta. 2014.
Ika Agustina was born on August 9, 1987, in Medan. She graduated from the
postgraduate program in English applied linguistics UNIMED in 2012. She actively
involves in journal association (RJI) and a frequent speaker at English teaching
seminars at national and international level. She supervises students and teachers in
Medan. She works in Politeknik Negeri Media Kreatif Medan and Universitas
Muhammadiyah Sumatera Utara.
Syahripal Putra was born on May 10, 1985, in Batubara, North Sumatera. He
graduated from the postgraduate program in English applied linguistics UNIMED in
2012. He is active in English teachers association and a frequent speaker for English
teaching in some seminars. He is a national instructor of PKB program from Ministry
of Education and Culture in 2016 - now. He actively supervised students in an English
club. He works in SMA Negeri 1 Limapuluh, Batubara, North Sumatera Utara.
Murtopo was born on May 28, 1972, in Blora. He graduated from the postgraduate
program on Education technology of UNHAS in 2009. He actively involves in IT
seminars at national and international level. He works in Politeknik Negeri Media
Kreatif Medan and occupies a graphic design department.
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Medical-pragmatics Analysis of Activities of Women
Trafficking in West Java: Portrait of the Victims
Ike Revita1, Rovika Trioclarise2
1
(
English Department, Andalas University, Indonesia, ikerevita30@gmail.com
Health Polytechnic 3 of Ministry of Health, Jakarta, Indonesia, lisefauzi@yahoo.co.id
Abstract
Women trafficking is a kind of activity regarded inhumane. Women are treated like
things that can be used at one’s pleasure. As these women are considered worthless,
they can be sold or dumped. Even, the women may be killed. This article is aimed at
describing the reality reflecting the condition of the victims of women trafficking
viewed from the medical pragmatic point of view. The The research is conducted in
Cirebon and Indramayu, West Java. Data are any information given by the victims of
women trafficking. Observational method, note-taking, recording, and interviewing
technique is applied to collect the data. The analysis is done by referential and
pragmatic identity method related to the concept proposed by Leech (2015) about the
illocutionary force. The result of the analysis is descriptively presented. Having
analyzed the data, it is found that there are two mainly effects of the activity of women
trafficking in West Jawa. They are (1) physical injury--burn and disabled organ ; (2)
psychological effect—mental illness, stress; and (3) suicide.
Keywords: Women trafficking, medical pragmatic, victims
INTRODUCTION
Women trafficking is defined as
The recruitment, transporting, transferring, harboring or receipt of
persons, by the threat or use of force or any other form of coercion,
abduction, fraud, deception, abuse of power or of a position of
vulnerability or of the giving or receiving of payments or make a profit
in order to obtain the consent of a person power over another person, for
the purpose of the exploitation. Exploitation includes, at least, the
exploitation of the prostitution of others or other forms of sexual
exploitation of, forced labor or services, slavery or practices similar to
slavery, servitude, or the removal of organs (UNHCR, 2008).
The above definition implies that there are three aspects involved in the
activities of women trafficking. They are 1) recruiting, 2) transporting; 3)
exploiting. These three things might become the indicator of trafficking
(Revita and Rovika, 2017). When the victims are women, it is called as the
women trafficking.
Women trafficking is regarded as the killer. It is called so since many
women involved in the women trafficking are of great possibility to be killed.
Many women become the victims of being exploited. They are regarded as
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stuff that can be bought and sold. These women are also treated as the slave
that has no right to be free.
Trafficking and Slavery Fact Sheet (2012) predicted that around 27
million men are traded every year. Among them, 55% are women. The fund
turnover for this activity is estimated reaching 32 billion USD. This illegal
business is very attractive because the profit can be collected as many as
possible with the very low capital. (Wheaton, Schauer dan Galdi, 2009).
The effect of the activity of women trafficking is not very simple. Many
women becoming the victims are suffering physically and psychologically.
They are not only suffering from the physical violence but also their mental. It
is in line with what Trioclarise (2013) stated in her thesis that the women who
are mentally accused might commit suicide. They give up for any problem
faced. Killing themselves is the way out of the problem.
METHODS
This writing is aimed at describing the phenomena of women trafficking
and its effects viewed from the medical-pragmatics analysis. The research was
conducted in Wes Java (Cirebon, Bekasi, and Indramayu). The data were
collected by doing an interview. The victims, the family, and the society were
questions and deeply interviewed to dig the information related to the situation
of the victims. The data were analyzed by using the concept proposed by Leech
(2015) and applying pragmatic and referential identity method. The result of
the analysis is descriptively and narratively presented.
RESULTS
Women trafficking cannot be ignored anymore. There need full
consideration and attention toward these activities. The effects brought about
by the women trafficking might become the futuristic destruction. Women that
are the agent of change and the creator of the future are slowly killed. Medicalpragmatically, this can be seen in the following description.
There are two general effects of women trafficking toward the victims in
West Java. They are 1) physically injured and 2) mentally pressured. It can be
reflected from one of the victims in Cirebon where she becomes blind because
of being tortured by the panders. This woman firstly refused to serve the sexual
passion of a man she did not know. She was forced and even bumped and
slapped. She then was locked up without any food and drink. After one day
being locked, this woman finally does what ‘the boss’ ordered.
She finally could leave the house and go back home town by the help of
the guest who needed to be served. The man felt sorry for what happened to
her. He then led the woman to run away.
What this woman experienced does not end, but she suffers from a
physical injury. Her body is full of bruise due to the lacing and the blow. She
is regarded stubborn because of she quite a lot refused to serve the masked
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men. It is what Walter et al (2013) stated that women and children are risky to
be the victims of the violence including trafficking.
Women trafficking is also causing the victims have a mental illness. It
said so because most of the victims get the trauma after having the violence.
Medically, these victims do not only get the stress, but they also endure many
other cases.
Trioclarise (2013) stated the women who are mentally under pressure is
of great possibility to suffer in sexual reproduction. They have no passion to
do some sexual activities. Even they are potential to be infertile. There are
some hormones that stop being produced due to the effect of being stressed.
Moreover, the victims of women trafficking may also have eating and sleeping
disorder. The depression makes them lost their passion for eating and sleeping.
Consequently, the fluid of HCL in the stomach increases. No replenishing the food
will cause erosion of the gastric mucosa (Ririen, 2007 in Trioclarise, 2013). The
result would be at risk of stomach ulcers or gastritis (York, 2011).
Even, Revita and Trioclarise (2017) added that because of fear, no
confidence, and no money for treatment can cause the women just ignore the
pain. Even, they do share it with their family (parents). Being left untreated
will continue and culminate into a peptic ulcer or gastric ulcer that affect the
anemia and bleeding in the stomach.
The stress and depression suffered by the women will trigger the
hormone that blocks the emergence of immune hormones. As a result, the
immune system becomes impaired, and the body becomes susceptible to
disease. One of them is the heart disease. Heart disease is triggered by the
narrowing of the arteries due to the function of hormones epinephrine and
norepinephrine as impaired immune hormone. The keep being stress and
depression is of possibility to lead the women into stagnates. They feel not
well. They may commit suicide as the final solution.
The effects of trafficking toward women in West Java can be seen in the
below figures. There are two kinds of effects when the women trafficking is
viewed from medical-pragmatics namely physical and psychological.
Physical injuries
psychological ilness
36%
64%
Figure 1: Medical Pragmatics Effects of Women Trafficking
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DISCUSSION
The highest percentage (64%) of women-- the victims of trafficking is
physical injuries. It is due to the effect which can be easily identified. The
injuries and the wounded part of the body left a trace. Everybody could see.
The phenomenon is different from the second effect, psychology. The
victims of the women trafficking sometimes look healthy physically but not
mentally. Thus, the number seems smaller, 3.6% than physical injuries, 64%.
Most of the victims just keep their misery. They have psychological
problem and handicaps to share with others (Wismayanti, 2012). They tend to
isolate themselves. Society then needs to help these victims in order the further
effect of being the victims can be reduced.
CONCLUSION
Women trafficking is not a local case anymore. It has been globalized.
Every part of this world has talked about women and the activities of
trafficking.
To minimize the women trafficking need the willingness of every line of
people in the world, generally, and Indonesia, specifically. In other words,
everybody must say no to women trafficking. Every woman must be aware of
the situation around them. They must also educate and enrich themselves about
this trafficking.
No more trafficking toward women. No more victims of trafficking.
Women must be protected. All humans are similarly created (Declaration of
Human Right). They have similar right in this world. Thus, the activity of
women trafficking is the violation of human rights.
REFERENCES
[1] Leech. Geoffrey, The Pragmatics of Politeness, Oxford: Oxford
University Press, 2015.
[2] Revita. Ike and Trioclarise. Rovika, “The Panders’Speech Order in
Persuading Women and Its Medical Effect : A Medical-Pragmatics
Perspective’, Kolita 15. Jakarta: Unika Atmajaya, 2017
[3] Revita. Ike, Rovika. Trioclarise, “Efek Perlokusi Medis Korban Women
Trafficking”, Seminar Nasional. Semiotik, Pragmatik, dan Kebudayaan:
Semiotik dan Dinamika Sosial Budaya, Jakarta: Universitas Indonesia, 2016.
[4] Trafficking and Fact Slavery Sheet, 21-30 Million People are Traped in
Slavery Around the Word Today. 2012
[5] Trioclarise. Rovika, “Kekerasan dalam Rumah Tangga dan Akibatnya
Terhadap Pemenuhan Hak Reproduksi di Kabupaten Bekasi Jawa Barat”,
Tesis, Jakarta: UI, 2013.
[6] Walters. Jim and Davis. Patricia H, Women Trafficking, Sex Tourism, and
Child Exploitation on the Southern Border, Journal of Applied Research
on Children: Informing Policy for Children at Risk, 2(1), 2011.
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[7] Wheaton. Elizabeth, M. Schauer, Edward J and Galli, Thomas V,
“Economics of Human Trafficking” , International Migration, 48(4),
2010.
[8] Wismayanti. Yanuar Farida, “Perempuan dalam Jaringan Anak yang
Dilacurkan di Surabaya”. Jurnal Sosiokonsepsia. Vol.17. No.2, 2012.
[9] York. Melinda R, Gender Attitudes and Violences Against Women, USA:
LBF Scholarly Publishing LLC, 2011.
AUTHOR’S BIOGRAPHY
Complete Name
Dr. Ike Revita,
M.Hum.
Institution
Andalas University,
Padang
dr. R. Trioclarise,
MKM
Polytechnic of
Indonesian Health
Ministry III Jakarta
Education
Bachelor, English
Letters
Department,
Andalas
University
Graduate
Program,
Linguistics,
Gadjah Mada
University
Doctoral
Program,
Linguistics,
Gadjah Mada
University
Bachelor,
Medical Faculty,
Andalas
University
Graduate
Program, Public
Health, Indonesia
University
208
Research Interests
(Socio)
Pragmatics
(Critical)
Discourse
Analysis
Sociolinguistics
Health of
Women’s
Reproduction
Women and
Health
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Politeness Violation in The Court Session “Kopi
Sianida” : Pragmatics Analysis
Inestie Printa Elisya1, Herlin Triana2
1
Postgraduate Study of Linguistics, Andalas University, Indonesia, ineselisya16@gmail.com
2
Indonesian Department, Andalas University, Indonesia, Herlintriana414@gmail.com
Abstract
The court session is a formal legal meeting in which evidence about crimes. In session
process, all of the need is cooperation from all participants to make clear the case.
This writing is aimed at identifying the types of politeness violated by the participant
in the court session “KOPI SIANIDA”. The data are all the linguistic aspects involved
in these sessions. In collecting the data, observational method with note-taking,
recording, taking a picture. The analysis is done by a referential method related to
the concept proposed by Oktavianus and Revita (2013). Having analyzed the data, it
is found that there are four types indicated as politeness violation. They are (1)
Politeness in Expressing; (2) Politeness in being emotional; (3) politeness in asking;
and (4) politeness in refusal, etc.
Key words: crimes, language, politeness, the court session, violation
INTRODUCTION
To deliver the message, human beings need some strategies or ways to
make their intention and their communication goal achieved. The way or the
strategy is one of the topics in pragmatics which discusses language use. One
of the topics in pragmatics is politeness. Politeness can be at once understood
as a social phenomenon, a mean to achieve good interpersonal relationships,
and a norm imposed by social conventions. In many ways, politeness is
universal. Speaker of different languages use it as a final resort, and it is
recognized as a norm in all societies.
Nguyen (2010) points out some aspects that people should consider this
to achieve the goal of politeness are as following: (a) the social background of
the communicator. The more educated a man is, the more he tends to show his
politeness to other people. The more he knows about the suitable ways to show
his politeness, the better he uses them to be polite to others. Besides that, the
personality of the communicator is also very important here. The goodtempered person prefers to use “face-saving-act” while bad-tempered person
prefers “face-threatening act” when they come across the “face-losing
condition”. (b) The communicative circumstances. Communication is a very
complicated process. In formal occasions, people tend to use formal
expressions to show politeness. It shows especially, between new
acquaintances.
In speaking, we have the potential to apply threat to someone’s face. So,
people tend to use politeness strategy to prevent conflict. Unfortunately, some
violations are still happening for some reasons. Politeness violation can be
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found in our daily life when people have a conversation. It can be found in
formal and informal conversation. When saying something, people do not
always say what is true and what they have evidence for. The speakers also do
not always make their contribution as informative as it is required. Their
contribution is not always relevant to the interaction and the way they are
saying something. In other words, it can be said that sometimes, what the
speaker says is unclear. This unclearness is often found in politics or for
speaker’s benefit. If the speakers do all of those intentionally, it means that
they violate the politeness.
METHODS
A method is a kind of systematical work plan to make the research work
easier, so it can achieve its main purpose (Sudaryanto, 1993:9). There are
several steps in conducting this research. They are the design of the research,
source of data and data, the method and technique of collecting data, the
method and technique of analyzing data and the method and technique of
presenting the result of the analysis.
Design of the Research
To make well organized research, the research used qualitativedescriptive research. According to Fraenkel and Wallen (1993: 380)
Qualitative investigates the quality of relationship, activities, situation or
materials. The researcher analyzed politeness violation in the court session
“Kopi Sianida”. According to Sudaryanto (1993: 62) Qualitative is based on
the data which are words not about the number. The descriptive approach was
used because it involves the collection of data for describing the condition.
This research is conducted descriptively-qualitatively. According to
Sudaryanto (1993:620), descriptive research is based on the fact toward
language phenomena of the speaker’s speech in a certain area. Descriptive
analysis is based on speaker’s utterance. Pragmatics is a study that explores
how the unsaid is recognized as a part of what is communicated.
Methods and Techniques of Collecting Data
It is a descriptive research by using a qualitative approach. In the process
of gathering the data, the writer uses the observational method with non
participant observational technique. According to Sudaryanto (1993), an
observational method is observing the language used in the research. The
writer watches “live” on television and records it. The writer watches the video
several times and makes some notes. The writer is interested in analyzing this
session because it was an interesting topic and hot issue now. The session is a
face-to face conversation which is full of politeness violation phenomena.
Politeness violation is the essential element to be investigated in this session
because this is related to law sphere.
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Methods and Techniques of Analyzing Data
The second step is analyzing the data. The writer uses referential and
translational identity method which is related to the types of politeness
proposed by Oktavianus and Revita (2013). The referential method is used to
figure out the reference to the data by describing the situational context of the
data to determine the types, functions, and factors in politeness violation.
Firstly, the writer described the text based on its context and then
identified the part of the conversation that violates the politeness. After the data
are transcribed, they are classified based on categories of politeness which is
violated.
Methods and Techniques of Presenting the Result of Analysis
In presenting the result of the analysis, the writer applied both formal
and informal method. The technique which is used in the informal method is
verbal statement where the analysis will be presented by using ordinary words
or natural language. Then, the technique which is used in the formal method is
symbol or sign (Sudaryanto, 1993:145).
In the court, all of the participants of that session have to keep quiet and
obey the rules. In many sessions, all of the personnels run their job to make the
decision. The personnel is The Judges (MH), Public Prosecutors (JPU),
Advocates or lawyers (PH), Clerks (PP), and defendant. But this session was
different. The session didn’t run well. Most of the participant there felt angry,
sad, and hectic.
In this study, the writer analyses the politeness violation of all the
participants in the court. The utterance will be classified into the politeness
principle by Oktavianus and Revita. This research aims to describe the spoken
used in hearing kopi sianida session which is shown politeness violation and
the cause. The object of this study is the utterance from eye witness and expert.
Those data are in the forms of video which contain the recording of the hearing
“Kopi bersianida” live on television and records it.
RESULT
Datum 1
PH :
Baik kepada ahli, kembali lagi, kalau saya melihat apa yang
sudah berjalan..kami minta supaya ahli dapat menjawab sesuai
dengan yang jujur (12).
‘Alright, back to the expert, if I see from the previous sessions.. we
are asking the expert to answer the question honestly (12).
This conversation involved lawyer 2 and expert (Psychologist). The
expert was from JPU’s side. This interaction occured at the 12th session. The
conversation started after lawyer 1 finished his question. Lawyer 2 said “Baik
kepada ahli, kembali lagi, kalau saya melihat apa yang sudah
berjalan..kami minta supaya ahli dapat menjawab sesuai dengan yang
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jujur”. The statement from the lawyer indirectly showed that lawyer 2 doubted
the testimony or the statement of the expert before. Then, the lawyer asked the
expert to be honest. It was included as politeness violation.
The lawyer asked the expert to be honest because the lawyer doubted
the expert’s statement. The politeness that was violated was politeness in
requesting. According to Oktavianus and Revita (2013), a request was an
expression that contained a meaning which later on will be the reason or part
of the reasons for the hearer to act. In particular culture, a request can drop
self-esteem. The lawyer asked for the imperative sentence. The lawyer asked
the expert to speak honestly. But, this dropped the expert’s pride. In the court,
an expert was a person who came because of his/her knowledge considered to
have given wrong information or dishonest.
Filing a request to hearer was essentially a threat to the negative face of
the hearer (Revita, 2008:4). The negative face was a person’s desire that his/her
action was not disturbed by others (brown and levinson, 1987:129). In speech
event which was meant as a request, a speaker must be careful in choosing the
utterance because the choice of inappropriate form can make the hearer
offended. It resulted in the relationship between participants that were not
harmonious, can lead to new conflict (Revita 2008:4) ; (Revita: 2009: 77). It
was provided by the offended expert’s response by thanking the lawyer who
doubted her honesty. The expert also said that she had been sworn in and she
was not lying.
Datum 2
Saksi :
Saya menikah umur a…25 tahun tahun 1991 saya lahir ten
nov 65 jadi saya 25 (3)
‘I am married when I was 25 years old, I was born on
November 10 1965 so I was 25.’
This conversation involved public prosecutor and witness. The witness
was from Lawyer’s side. This interaction occured at the 3rd session. On that
day, Public Prosecutor 2 asked about witness’s age. JPU asked it because the
witness had the same experience with Mirna. Witness did not answer JPU’s
question by saying “Saya menikah umur a…25 tahun tahun 1991 saya lahir
ten nov 65 jadi saya 25”. Although she mentioned a number, that number
was not the witness’s age. In these dialogues, it could be seen that the witness
was acting as if hide the number of her age. Based on the datum, the utterances
belonged to politeness violation. The politeness that was violated s expressive
politeness. According to Oktavianus and Revita (2013) expressive politeness
was related to the way people spoke. Many people talked what was based on
their mind. They should watch what they talked about. They must talk politely.
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DISCUSSION
At the end of the analysis, the writer concluded that not all of types of
politeness were violated by some participants in the court session “KOPI
SIANIDA”. Those violations were politeness in requesting, refusal, asking,
directing, expressing, and politeness in being emotional. In violating the
politeness, some participants were influenced by some contextual factors.
Among the six types of politeness, politeness in expressive was the most
frequently violated. It appeared in 21 utterances. The participants violated
them by intentionally being insincere and untruth. The hearer can be misleaded
by their utterance. Most of the participants violated this politeness to cover the
truth, hide information and their secret. The speakers also violated this
politeness to protect her/his self, protect someone else (their client; Jessica), to
prove to Judges, to cover the truth, to hide the real feeling, and to hide real
intention. Politeness in expressing was violated because the speaker did not
give the the hearer information that they need. It is also can be giving too much
information or less information.
CONCLUSION
In conclusion, this study shows that in court session “KOPI SIANIDA”
some participants created the utterance contained politeness violation. The
writer has seen that it is necessary for some side to make the hearer flare up
and emotion. This way applied to the answer that they need come out. By
violating that politeness, the problem of this session become long session,
almost one year to finish this case. The judges proved that Jessica is the murder.
The public prosecutors and Judges try to find the fact about Jessica’s
utterances. Jessica said that she was worse off by the police. In fact is all of
Jessica’s statement about her life in prison was not true at all.
REFERENCES
[1] Brown, Penelope & Stephen levinson. 1987. Politeness: Some
Universal of Language Usage. Cambridge: Cambridge University
Press
[2] Frakaen, Jack, R. and Wallen, Norman E. 1993. How to design and
Evaluate Research in education. Second Edition. New Jersey: McGraw
Hill inc.
[3] Nguyen, ThiThuy Minh. 2008. Modifying L2 criticisms: How learners
do it? Journal of Pragmatics 40:768-791
[4] Nguyen, T.L. 2010. “An American and Vietnamese Cross-Cultural
Study on Refusing an invitation”. Retrieved January 01, 2017,from
http://www.scribd.com/doc/32025822/An American - and Vietnamese
–cross-cultural-study-on-refusing-an-invitation-Nguy%E1%BB%85nThanh-Loan-QHF1E2006
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[5] Revita, Oktavianus. 2013. Kesantunan dalam bahasa Minangkabau.
Padang: Minangkabau Press
[6] Revita, Ike. 2008. ‘Permintaan dan Penolakan dalam Bahasa
Minangkabau: Tinjauan Sosiopragmatik. Disertasi. Yogyakarta :
Universitas Gadjah Mada
[7] Revita, “Faktor-Faktor Penanda Kesantunan Dalam permintaan
Berbahasa Minangkabau (Kajian Pragmatik), Jurnal Bahasa, Bil 15,
2009, pp.74-92.
[8] Sudaryanto.1993. Metode dan Teknik Analisis Bahasa.Yogyakarta:
DutaWacana University Press.
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Ergativity and Subject Deletion in StylisticGrammatical Constructions of Minanangkabaunese
Jufrizal
English Department of FBS Universitas Negeri Padang
juf_ely@yahoo.com
Abstract
Minangkabaunese has the “extra-grammatical” constructions in which the
stylistic-cultural meanings are naturally capsulated. Such constructions are
called stylistic-grammatical constructions. This paper, which is derived and
further developed based on the part of the result of research conducted in
2016-2017, particularly discusses the phenomena of ergativity and subject
deletion of the stylistic-grammatical constructions in Minangkabaunese. Two
questions are respectively answered in this paper: (i) what is the degree of
ergativity of stylistic-grammatical constructions in Minangkabaunese?; and
(ii) why is the grammatical subject mostly deleted in the stylistic-grammatical
constructions? The data were collected thorough a descriptive-qualitative
research in the form of a linguistic field research. They are in the form of
syntactic constructions which are categorized into the stylistic-grammatical
constructions. The result of data analysis reveals that: (i) the stylisticgrammatical constructions of Minangkabaunese have high degree of
ergativity; and (ii) the grammatical-subject is mostly deleted in such
constructions due to the facts that (a) the subject is mostly psychological one;
(b) the meanings are more on cultural advice and stylistic ones; and (c) the
constructions are ready-made and fixed.
Key words: Minangkabaunese, stylistic-grammatical construction, ergativity,
subject deletion
INTRODUCTION
The idea that human language is systematically composed of
grammatical and socio-cultural features which systematically interact in a
complex system is not questioned anymore. In term of language forms,
linguists, especially grammarians (see Dixon, 2010:14), argue that human
languages differ in the nature and size of the grammatical categories which
they include. It is almost as if there was a bag which contained every known
grammatical category, in varying sizes, with each language putting in its hand,
blindfold, and picking out as many items as it thinks its grammar can handle.
The language forms in which language and communicative meanings are
encapsulated are the bases for linguistic analyses. It can also be simply stated
that such grammatical forms are referred as the grammatical constructions of
a language.
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The grammatical constructions in the phonological, morphological, and
syntactic levels are the language forms by which language meanings are
conveyed. Therefore, the studies on the surface structure of the grammatical
constructions should be the first ones to do to explore and to describe the
meanings, functions, and values of language. According to Fillmore (see
Lambrecht, 1996:34), the grammatical construction as the fundamental unit of
grammar is “any syntactic pattern which is assigned one or more conventional
functions in a language, together with whatever is linguistically
conventionalized about its contribution to the meaning or the use of structures
containing it”. In the view of Construction Grammar, complex grammatical
constructions are not viewed as being derived from more general or simpler
structures via generative rules of the type familiar from phrase structure
grammars, even though in some cases the principles for the combination of
smaller constructions into more complex ones may be fairly general. Rather
they are seen as ready-made templates used as such by the speakers of a
language. In specific view-point, the grammatical constructions, particularly
in morpho-syntactic level, are the ready-made templates used by speakers to
communicate underlying-grammatical meanings.
The grammatical constructions so called actives, passives, middles,
ergatives, and topicalization are the formal-grammatical constructions in
Minangkabaunese (see Jufrizal et.al., 2015; Jufrizal et.al., 2016). In addition to
the formal-grammatical constructions, Minangkabaunese has “extragrammatical” constructions which are also productive in daily communication.
The native speakers of the local language are cognitively and culturally aware
of the constructions. The followings are the examples of extra-grammatical
constructions in this local language (see also Jufrizal, 2017).
(1) Ma- uleh indak ma- ngasan;
ACT-join NEG ACT-have print
‘(If you) joint (separated things) (it should) not have a print.’
(2) Mam-buua indak mam-buku.
ACT-knot NEG ACT- swell
‘(If you) knot (separated things) (it should) not swell.’
(3) Arjuna Minang urang bari ba- namo.
a name (TOP) people give ERG-name
‘People name it Arjuna Minang’
(4) Nan bana kato saiyo;
nan rajo kato mupakaik.
REL right word agreement REL king word compromised
‘The right one is an agreement; the king is a compromised
declaration.’
(5) Panjang ba- punta; singkek ba- uleh.
Long
ERG-spin; short ERG-prolong
‘(If it is) long (it should) be spun; (If it is) short (it should) be
prolonged.’
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Such extra-grammatical constructions are more stylistic rather than those
of formal-grammatical ones. Thus, the extra-grammatical constructions are
simply called stylistic-grammatical constructions.
The stylistic-grammatical construction is the “deviation” of formalgrammatical construction; it is the marginal structural type, which flourishes
the mainly in special registers. They are liable to show varying degrees of
conventionalization, pattern irregularities, and sometimes individual
indiosyncrasies. The mediopassive constructions are the famous examples in
English (see Hundt, 2007:3). The forms and grammatical meanings brought by
grammatical constructions are mostly influenced by stylistic-cultural features
of one certain speech community “capsulated” in the form of stylisticgrammatical constructions. The constructions may lead speakers to have
stylistic-cultural ways of communication which are also necessary for daily
communication. It theoretically relates to the linguistic relativity theory and
Sapir-Whorf hypothesis (see Saeed, 2016; Carston in Riemer, 2016; Gladkova
in Sharifian (ed.), 2015:33).
The basic concept of stylistic-grammatical construction used in this
paper is mainly derived from the interrelationship of formal-grammar and
stylistics in analyzing linguistic features of texts. According to Simpson
(2004), talking about the grammar of a language means talking about a hugely
complex set of interlocking categories, units, and structures: in effect, the rules
of that language. Stylistics, in another side, believes that language is not only
consisted on rule-governing constructions; there a lot of linguistic expressions
used by speakers (and also writers) which do not follow the formal-rules. Such
linguistic expressions are in stylistic constructions, and they are all used
culturally and communicatively. The constructions are intuitively understood
by speakers. The stylistic constructions are the additional constructions to
formal-grammatical ones; they are stylistic and marginal ones.
This paper, which is derived and further developed based on the part of
the result of research conducted in 2016-2017, discusses the typological
structure of stylistic-grammatical constructions in Minangkabaunese. Based on
the available data and information collected, it is assumed that most of the
stylistic-grammatical constructions in Minangkabaunese are in ergativeabsolutive ones and the grammatical subjects are deleted. About this
assumption, there are two questions respectively answered in this paper,
namely: (i) what the degree of ergativity of stylistic-grammatical constructions
in Minangkabaunese is? ; and (ii) why is the grammatical subject mostly
deleted in the stylistic-grammatical constructions? The analysis and discussion
dealing with the degree of ergativity and subject deletion in stylisticgrammatical constructions in Minangkabaunese are linguistically significant
to discover and to explain the typological-grammatical properties of the
stylistic constructions. The analysis and discussion contribute particular
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linguistic data and information for further studies on the interrelationship
between language forms and meanings.
METHODS
This study was a descriptive-qualitative research in linguistics conducted
in 2016 – 2017 in the form of field research and supported by library study.
This research was operationally executed in West-Sumatera where the native
speakers of Minangkabaunese originally and socially live. The data were in the
form of clause-syntactical constructions which were categorized as those of
stylistic-grammatical constructions. Practically, the data were collected using
participant observation, depth-interview, administrating questionnaires, and
quoting data from written publication. The instruments used were field-notes,
observation sheets, recorders, and questionnaire sheets. In such ways, the
sources of data were the native speakers of Minangkabaunese, intentionally
selected as informants and respondents, and the manuscripts written in
Minangkabaunese. Also, as the researchers are also the native speakers of
Minangkabaunese, they were also the sources of data, but the intuitive data
were systematically cross-checked and discussed to informants to have valid
ones. The data obtained then were classified into clausal-syntactical categories
to decide whether the data were appropriate and ready to analyze. The data
were linguistically analyzed based on the relevant theories of grammatical
typology, particularly those dealing with ergativity and grammatical subjects.
The results of the analysis are argumentatively described in formal ways
commonly used in linguistics.
RESULTS
The previous studies on the grammatical typology of Minangkabaunese
inform that active, passive, middle clauses with their own universal and
specific characteristics are the formal-grammatical constructions in
Minangkabaunese. It has also been reported that in addition to the formalgrammatical constructions, Minangkabaunese has other types of syntactical
constructions which are also commonly used by Minangkabaunese in certain
communicative events. Such constructions seem as the deviation of the formalgrammatical ones, but they are intuitively understood and communicatively
used in daily communication. They are more on stylistic and cultural
constructions rather than formal ones. Based on the grammatical
characteristics and semantic properties possessed by the constructions, they are
collectively called as stylistic-grammatical constructions of Minangkabaunese.
The clauses (1) – (5) above and following ones are the examples of this type
of clause constructions (Jufrizal et.at., 2016); Jufrizal, 2017).
(6)
Ma- napuak aia di dulang; ma- nuak kawan sairiang.
ACT-hit
water in pan
ACT-beat friend in line
‘(You) hit the water in pan; (you) beat your own friend.’
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(7)
(8)
(9)
(10)
(11)
(12)
(13)
Ma- ngana badan ka pulang; ma- ingek
untuang di rantau.
ACT-think body will go away; ACT-remember condition in
another town
‘(You) think yourself will go away; (you) remember yourself in
another town’
Sambah
kito
pulang-kan kapado Allah.
Salutation (TOP) PRO2PL go back
to
Allah
‘It is salutation that we addressed to Allah’
Sasek jo gawa ambo
bao suruik.
Mistake and error PRO1SG bring behind
‘I will revise all possible mistakes and errors’
Pituah nan dapek
ambo pacik arek.
Advice REL get (TOP) PRO1 hold strictly
‘The advice I got will be strictly held’
Nan pandai
tampek batanyo.
REL clever (TOP) place ask
‘Those who are clever is the pace for asking question.’
Kato daulu
kato ba- tapek-i.
word previous word ERG-use- APL
‘The previous word should be strictly used.’
Kato kudian kato ba- cari.
Word next word ERG-look for
‘The next agreement should be looked for’
Based on grammatical-typological analysis toward the data that can be
categorized as the stylistic-grammatical (clause) constructions (partially
presented by the data above), five grammatical-semantic properties can be
assigned as the main characteristic of the constructions (Jufrizal, 2017); (i) the
grammatical subject is mostly deleted; it may be in relative clause, as an agent
or a patient, and most of the subject are topic; (ii) the agentivity of subject is
relatively low, but it is not as the patient; (iii) the information structure of the
construction brings about high language politeness, stylistic meanings,
metaphorical sense of meanings; (iv) the grammatical constructions tend to be
consistent (static); and (v) choice of word and constructions are relatively static
and stylistic.
DISCUSSION
The data dealing with the stylistic-grammatical construction of
Minangkabaunese tell that such deviation clauses can be syntactically reconfigured as actives, passives, ergatives, middles, and topicalizations. This
paper, however, does not discuss all grammatical properties of the
constructions; it only focuses on the degree of ergativity and subject deletion,
a part of grammatical-typological properties possessed by the stylisticgrammatical constructions. Therefore, the bases of discussion presented in this
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paper are the grammatical-semantic properties (i) – (iii) of the constructions,
as mentioned in previous part. In the syntactic category, Minangkabaunese
belongs to pro-drop languages or null-subject languages. In a pro-drop
language, it is grammatically allowed to have zero pronominalization (or zero
anaphora) in a clause construction; the present of subject entity is not
obligatory (see Van Valin, Jr., and Lapolla, 2002:34; Payne, 2002:170). Thus,
the absent of NP subject in a clause is grammatical in Minangkabaunese. In
formal-grammatical clause construction, however, the present of NP subject is
grammatically preferred.
In stylistic-grammatical constructions of Minangkabaunese, in reality,
zero pronominalization (or zero anaphora) or subject deletion is mostly
preferred. Consequently, most of the clauses in the form of stylisticgrammatical constructions do not have an overt grammatical subject; it is a
subject-deletion construction. In the sequence of data above, it is hard to
identify the NP as the grammatical subject in each clause; most of them do not
have an overt grammatical subject. The NP kito (in 8), ambo (in 9 and 10), nan
pandai (in 11), and kato (in 12) can be simply regarded as the subjects of the
related clause. Further grammatical-typological analysis, however, indicates
that those NP are not the overt grammatical subjects in the clauses; they
grammatically act as topical-subjects rather than grammatical ones (see
Anderson in Li (ed.), 1976; Givon in Li (ed.), 1976; Li and Thompson in Li
(ed.), 1976). Thus, subject deletion is one main characteristic of stylisticgrammatical (clause) constructions in Minangkabaunese.
Further analysis by using the theories of grammatical-typological
properties of the subject, there are, at least, three linguistic reasons why a
grammatical subject is mostly deleted in stylistic-grammatical constructions in
Minangkabaunese. Firstly, it refers to the nature of Minangkabaunese as one
of the pro-drop languages; the grammatical subject is not obligatory in one
single clause (see Van Valin, Jr., and Lapolla, 2002; Payne, 2002; Anderson in
Li (ed.), 1976; Keenan in Li (ed.), 1976). Secondly, most of the stylisticgrammatical constructions are communicatively used as socio-cultural advice
and request or common. Thus, the subject is understood as the second persons;
the subject is more on the psychological subject rather than the grammatical
one. By this, the subject tends to delete as one way to have stylistic properties.
Thirdly, the stylistic-grammatical constructions are naturally used as polite
direct-spoken language in which the grammatical subject is not highly
preferred to mention. The constructions are mostly ready-made and fixed. In
speech event of cultural communication, this is also one way to have polite and
stylistic utterances.
About the degree of ergativity, it may also be claimed that the stylisticgrammatical constructions are mostly expressed in ergative constructions. The
data (1) – (13) above indicate that ergative-absolutive constructions and/or
topicalizations are dominant (data (3), (4), (5), (11), (12), (13) is the ergative
constructions; (8), (9), (10) are ergatives + topicalizations; meanwhile (1), (2),
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(6), and (7) are the active ones). In other words, most of the stylisticgrammatical constructions in Minangkabaunese are in ergative (-absolutive) or
topicalization constructions. Ergative-absolutive is the term used by
typologists to refer to the system of the grammatical relation of intransitive and
transitive in such a way showing that S = P, ≠ A. In ergative clause
constructions, grammatical subject (S) of the intransitive clause is
grammatically the same as patient (P) of a transitive clause.
In an ergative-absolutive (clause) construction, the grammatical subject
is patient, and it has a low degree of agentivity (see Comrie, 1989). The patientlike subject in an ergative construction does not mean in the properties of the
grammatical subject in passive constructions. The ergative construction, in
fact, is the underlying clause in ergative-absolutive languages. Meanwhile, the
passive clause is the derived grammatical construction in nominativeaccusative languages. Minangkabaunese itself is a language in neutral
typology; both nominative-accusative and ergative-absolutive constructions
are typologically found. By using ergative constructions in verbal
communication, a speaker does not want to emphasize the information
delivered to the agent of action. One of the linguistic strategies used by
speakers is by constructing clauses which are labeled by linguists as ergative
ones. Such way of verbal communication is regarded as a polite strategy. The
meanings are also the type of cultural meanings in the speech community of
Minangkabaunese. In this sense, the stylistic-grammatical constructions in
Minangkabaunese have a high degree of ergativity.
The participant observation of daily life communication informs that
subject deletion is common in oral-direct communication. Then, in many
occasions of speech events, it is natural that grammatical subject is
psychologically understood by participants. About this idea, it can be stated
that the psychological subjects play an important role in stylistic-grammatical
constructions. In addition to subject deletion, ergative constructions serve
polite and stylistic ways of speaking, as well. It seems that the rules of grammar
are in a certain relationship with language uses and stylistics. Although
language styles, in some cases, are the deviation of grammatical rules, it should
have particular relationship with stylistic-grammatical constructions. The
stylistic-grammatical constructions do not linguistically work without rules
and regulation. It is reasonable to say that the language style is the pictures and
reflection of humans’ creativity and intellectuality (see further Darbyshire,
1971; Simpson, 2004).
CONCLUSION
It is highly believed that all human languages have formal-grammatical
and stylistic-grammatical constructions in syntactic level. The stylisticgrammatical constructions are those of additional-grammatical constructions
in which the cultural and metaphorical meanings are linguistically “packaged”.
As the language forms in which certain language meanings are available and
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communicated, the stylistic-grammatical constructions should be involved in
the studies of grammar. Subject deletion and a high degree of ergativity in
stylistic-grammatical constructions partially “construct” the polite and stylistic
meanings of language uses. Language meanings, in reality, depending on
language forms and other relevant contexts which obviously determine and
influence communicative meanings intended by participants or language users.
Therefore, it is also suggested to study further grammatical-semantic studies
and cultural analyses on the stylistic-grammatical constructions of human
languages.
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
Comrie, Bernard. 1989. Language Universals and Linguistic Typology.
Oxford: Basil Blackwell Publisher Limited.
Darbyshire, A. E. 1971. A Grammar of Style. London: Andre Deutsch.
Dixon, R. M. W. 2010. Basic Linguistic Theory. Oxford: Oxford University
Press.
Hundt, Marianne. 2007. English Mediopassive Constructions: A Cognitive,
Corpus-based study of their origin, spread, and current status. Amsterdam:
Editions Rodopi B. V.
Li, Charles N. (ed.). 1976. Subject and Topic. New York: Academic Press, Inc.
Jufrizal., Zaim, M., and Ardi, Havid. 2015. Struktur Gramatikal dan Budaya
Berbahasa: Data dan Informasi Bahasa Minangkabau. Padang: FBS UNP
Press.
Jufrizal., Amri, Zul., and Ardi, Havid. 2016. “Kemasan Makna Gramatikal dan
Makna Sosial-Budaya Bahasa Minangkabau: Penyelidikan atas Tatamakna dan
Fungsi Komunikatifnya” (unpublished research report). Padang: Universitas
Negeri Padang.
Jufrizal. 2017. ‘Stylistic-Grammatical Constructions in Minangkabaunese’ (a
paper presented at Konferensi Linguistik Tahunan (KOLITA)-15). Jakarta:
PKBB Universitas Katolik Atma Jaya.
Lambrecht, Knud. 1996. Information Structure and Sentence Form.
Cambridge: Cambridge University Press.
Payne, Thomas E. 2002. Describing Morphosyntax: A Guide for Field
Linguists. Cambridge: Cambridge University Press.
Riemer, Nick (ed.). 2016. The Roudledge Handbook of Semantics. New York:
Roudledge.
Saeed, John I. 2016. Semantics. (Fourth Edition). Malden: Wiley Blackwell.
Sharifian, Farzad (ed.). 2015. The Roudledge Handbook of Language and
Culture. New York: Roudledge.
Simpson, Paul. 2004. Stylistics: A resource book for students. London:
Routledge.
Van Valin, Jr., Robert D., and Lapolla, Randy. 2002. Syntax: Structure,
Meaning, and Function. Cambridge: Cambridge University Press.
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Language Politeness: A Review on The Usage of
Pronouns And Unique Expression of The Malay
Society Kelantan
Khuzaiton Zakaria
Centre for Language Studies and Generic Development
Universiti Malaysia Kelantan
Kelantan, Malaysia
khuzaiton@umk.edu.my
Abstract
Kelantan is a state in Malaysia which is located in the north-eastern of Peninsular
Malaysia. It is a Malay-majority as well as Muslim-majority state. Kelantan has a
unique and soft intonation dialect. The Kelantanese dialect is practically the same
and can be understood by the majority. However, the dialect itself is related to the
regional position of each district in Kelantan. The dialect would be different if uttered
in different districts. Besides the difference of the utterance, the usage of pronouns
and the word choice would also be different to show the politeness of the
Kelantanesemanner of communicating. There is a variety of unique words and
pronouns that represent the certain part of the district in Kelantan which may not be
understood by the people from a different district when they are communicating. A
Kelantenese dialect which ends by ‘ang’ is replaced by ‘e’, ‘an’ is replaced by ‘o’
and the word ‘r’ is uttered as ‘gh’ .In addition, the way of expression, word choice
and the utterance used are also influenced by the geographical aspect. This
paperwork reports the linguistic politeness of Kelantanese dialect from the aspect of
pronouns and polite word choice.
Keywords -Kelantanese dialect, Kelantan society, Politeness in Language, Pronouns,
Unique expression
INTRODUCTION
Language proficiency in personal pronouns is very important in society.
There are certain definitions of language politeness. According to the Kamus
Dewan (1984), hal. 1115 politeness means to be subtle in courtesy or character,
civilized or polite. Awang Sariyan (2007) defined politeness as language usage
which is good, polite, civilized, exemplary, and displays respect to the person
being conversed to. According to Asmah Haji Omar (2000), politeness in the
Malay perspective is the use of everyday language that does not cause
annoyance, anger, and irritation from listeners. Language politeness has long
become the foundation and a symbol of the identity of the Malay people. In the
context of the naming system in the Malay community, the aspect of politeness
is one of the matters that must exist because the Malay community is wellknown for being polite and gentle. Any advice, reprimand or restriction is often
not done directly; rather, the language is used indirectly so that the target
person is not offended and humiliated in front of an audience.
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This study of language politeness is about personal pronouns used by the
Malay community in the state of Kelantan and the use of unique expressions
in the Kelantan dialect. Dialect is oral Malay language used by the people in
Kelantan. The Kelantan dialect is a bit difficult to understand by non-speakers
if not listened carefully. It is not only experienced by people outside of
Kelantan but sometimes certain Kelantanese people themselves have trouble
understanding the Kelantan dialect which they use in communicating. The
difference in the expression and manner of delivering in the Kelantan dialect
also refers to the difference regarding its geographical location. Similarly, the
use of personal pronouns in the Kelantan dialect used is also different from
other states in Malaysia. The selection of personal pronouns used by an
individual can indicate whether the naming used is decently polite or
otherwise. In this modern era, there are many young people or teenagers who
do not use proper personal pronouns towards family members. There are even
teenagers or Kelantan people who do not understand the unique expressions
used by Kelantan people in the old days.
METHODS
The study was conducted in Kota Bharu, Pasir Mas, Pasir Puteh,
Machang, KualaKrai and through informal interviews and observations.
Researchers visited the districts and started conversations with senior people
in ‘kedai-kedai merpati’ (small shops) about the polite personal pronouns and
unique expressions used in the area. To start a conversation, the researcher
used a personal pronoun or a call to the person who talks like "pok cik", "abe",
"mok cik", "kak", "mok ku", "kak we" and others in order for the conversation
to progress in a relaxed, polite and friendly manner. The researcher also asked
the meaning of an expression and continued with a maximum of 11 expressions
for a shop. The outcome of the interview was recorded and reported in the form
of tables which was then analysed the similarities and differences in each
district. Analysis of the findings was only conducted manually and
qualitatively.
RESULTS
From the study, the researcher can present the results of this study
according to the categories below.
Table of Responden
Some 60 respondents were interviewed in stages according to the visited
district. The distribution of the districts visited arethe downstream areas (which
includes Kota Bharu, Pasir Mas and Pasir Puteh) and the rest are in the
upstream areas (Machang, Kuala Krai and Jeli)
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Table 1.0: Distribution of respondents according to district
District
Percentage (%)
Kota Bharu
10 (16.6%)
Pasir Mas
10 (16.6%)
Pasir Puteh
10 (16.6%)
Machang
10 (16.6%)
Kuala Krai
10 (16.6%)
Jeli
10 (16.6%)
Gender
Table 2.0: Gender
Gender
Male
Female
Percentage
55 (91.6%)
05 ( 8.3%)
The majority of the respondents were male because the study was
conducted at coffee shops (in Kelantan, known as Kedai Merpati) from 9.00am
to noon and at that time many coffee shop customers are men. This does not
mean that there are no woman at that time of day, but most women do not dine
at coffee shops. Even if there are, women would usually only buy the food at
the shop and eat at home.
Occupation
Table 3.0: Types of occupation
Types of occupation
Government employee
Private sector employee
Farmer
Entrepreneur
Housewife
Percentage (%)
20 (33.3%)
13 (21.7%)
11 (18.3%)
13 (21.7%)
03 ( 5.0%)
More than half (55%) of the respondents are employed either with the
government or private sector. The remaining percentage are self-employed,
while housewives are those who come to the coffee shop with their husbands
and dine there.
Personal Pronouns used of polite manner in the Malay society Kelantan
Table 4.0: Personal Pronouns used of polite manner
Personal pronouns
Kelantan Dialect
Saya/ Hamba
Ambo
Awak
Demo
Saya/Orang
ambo/oghe
Kami
Kami
Mereka
Demo
Kamu
Mu
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Aku
Emak
Ayah
Kakak
Abang
Saudari/perempuan
Saudara/lelaki
Pak cik
Mak cik
Datuk
Nenek
kawe
Mok /Mek/ Cik/ We /Nik /Ku
Ayoh /Cik/We/ Nik /Ku
Kak cik, Kak nik, Kak we
Abe
Mek
Awe
Pok cik, pok nik, pok we, pok ku
Mok cik, mok nik, mok we, mok ku
Pok wo, tok, tok cik, cik
Mok wo, tok mek,tok cik
The use of appropriate personal pronouns and words of naming becomes
a highlight of the speaker and listener as well as generates respect between the
speaker and listener, regardless of their age and social status. The use of
personal pronouns and appropriate naming like "pok cik", "mok cik" "awe"
and "mek"accentuates the cultural elements that are inculcated among the
Malay community in Kelantan. Similarly, the use of personal pronouns within
families such as "ambo", "demo", "oghe" indicates the age and social status of
the speakers, while "mu" and "me" show informal situations, the form of
closeness and status of the speaker.
Unique expressions used which vary across districts in Kelantan
Table 5.0: A comparison of expressions according to district
District/
Expression
(in standard
Malay)
Ya
Lagu mana
Kota Bharu
Pasir Mas
Pasir Puteh
Machang
Kuala Krai
He/we
Lagu mano
gapo
Ya/he
Guano/lagu
mano
gapo
Ya
Gano/lagu mano
apa
He/we
Guana/lagu
mano
gapo
Silakan
Endah
Sleke
Hira/
cakna
Weksa
Sleke/sila
Hira/
cakna
Peksa
Sleke/sila
Hira
Sial/majal
kelo
Sengoti
Nok maroh
Sial/majal
Kelo/panggil
Sengoti
Nak maroh
Sial/majal
Panggil
Sengoti
Du’wa
henama / penama
rima
Sila
Hira/
cakna
Peksa/
Tak tahu
Genaing/ majal
Panggil
Sengoti
Du’wa
Ya
Guana/lagu
mano
Henama/
Gapo nama
Sila
Cakna
Sengeling/pis
oh
Sengeling/
pisoh
pisoh
sengeling/pisoh
Tidak tahu
Sial
Panggil
Sungguh
Perasaan
marah
Sengaja
Peksa
226
Tak
tahu/
tahu
Majal
Panggil
Sengoti
Du’wa
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DISCUSSION
This study is very significant for linguistic researchers to understand the
existence of language politeness in personal pronouns as well as the different
dialects between different districts, although in the same state. The Malays
have long been assimilated with politeness in speech and action. Hence, for the
sake of the survival of the identity of the Malay race, it is evident that alllayers
of society continue to prosper the use of decent language in everyday life. This
study also benefits the researcher to conduct more in-depth research on
Kelantan dialect which is still limited. This study is also important for
authorities related to language to draft policies and make programmes to
maintain the continuity of dialect usage (which is still widely spoken) so as not
to die out one day. Authorities who may benefit are the Ministry of Education,
Ministry of Higher Education, Ministry of Tourism and Culture, Institute of
Language and Literature, Arts and Heritage Associations and Universities.
Programmes to further enhance the public knowledge of the dialect, which is
a heritage asset, can be planned and organised with a high awareness of the
importance of dialects in upholding a nation's civilisation.
CONCLUSION
The Kelantan dialect is unique and pleasantlyheard when spoken.
Although in its foundation, the Kelantan dialect is uniform and understood by
all its people, there are variations that distinguish them by the district. The
usage of polite personal pronouns can determine one's courtesy, how to respect
others and the place of residence. Similarly, the expression is related to the
geographical situation of the district. These unique dialect expressions are
increasingly dying due to the less common usage of them in daily routine. The
younger generationsuse more standard Malay expressions to the extent that the
traditional expressions of Kelantan can no longer be understood. The legacy of
our grandparents can also be reinforced by the high awareness of the legacy
among the younger generation as they will continue the tradition of the nation
in the future. Indeed true the saying "Bahasa Jiwa Bangsa" (Language is the
Soul of a Nation), that is, language depicts the height of politeness of a nation.
REFERENCES
[1] Asmah Haji Omar,“The Linguistic Scenery in Malaysia”, Kuala
Lumpur: Dewan Bahasa dan Pustaka,1992.
[2] AsmahHj.Omar,“Wacana Perbincangan, Perbahasan dan Perundingan”,
Kuala Lumpur: Dewan Bahasa dan Pustaka.2000.
[3] AwangSariyan,“Santun Bahasa”, Kuala Lumpur: Dewana Bahasa dan
Pustaka,2007.
[4] Collin James T., Antologi Kajian Dialek Melayu. Kuala Lumpur:
Dewan Bahasa dan Pustaka,1989.
[5] Kamus Dewan Edisi Baharu,Kuala Lumpur: Dewan Bahasa dan
PustakaKamus Dewan Edisi Baharu,1984.
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AUTHOR’S BIOGRAPHY
Khuzaiton binti Zakaria is from Kelantan, Malaysia. She obtained a General
Diploma (Broadcasting) from Institut Teknologi MARA, Diploma in English
as a Second Language from International Islamic University, Diploma in
Education in Malay Studies and Malay Literature from the Kuala Lumpur
Language Institute, and Masters of Education Management from Universiti
Utara Malaysia. Now she is an instructor of the Third Language Department,
Centre for Language Studies and Generic Development, Universiti Malaysia
Kelantan. Among her published books include A Guide To Simple Grammar.
She has also presented an external seminar paper titled: The Influence Of
Cartoon Programs (Television / Movies) Towards Aggressive Behavior
Among Children: A Literature Review, Mengajar Bahasa Melayu Kepada
Penutur Asing Dan Cabarannya: Pengalaman Di Universiti Malaysia
Kelantan,Pengajaran Dan Pembelajaran Bahasa Melayu Serta Budaya Melayu
Kepada Pelajar Antarabangsa Menggunakan Aplikasi Komputer : Satu
Pengalaman Di Universiti Malaysia Kelantan.
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Malakok as A Basis of Integrationb Ethnis
Minangkabau in Dharmasraya District West
Sumatera Province
Leni Syafyahya, Efri Yades, dan Fajri Usman
Faculty of Humanities, Universitas Andalas
lenisyafyayah@gmail.com
Abstract
In this paper, the authors explain the names of tribes who have done and accept
malakok procession in Dharmasraya District, explaining the rights and kinship
relationships that exist in the tribe for the tribe who have malakok in Dharmasraya
Regency. The method used in data collection, the method of referring and the method
of ably. The data are analyzed by using reference method. Also, the data analysis
stage is also done ie editing and coding. Based on the analysis, the names of tribes
who have done and received Malakok among the ethnic Malay, Tigo Nini, Piliang
tribe, and tribe Bodi Patopang. In addition, the kinship relations that exist in the tribe
for the tribe that has malakok that is they will be the child's nephew in a tribe in
Minangkabau. However, the child of this nephew has a different right from the
original nephew of the original tribe. The child of this nephew will be seen as
kemanakan in the ameh and batali battleship. The nephew in the ameh batali
relationship means that the relationship that occurs between newcomers comes from
outside Minangakabau received in the Minangkabau tribes by paying some tribute.
The nobility of batali means, the relationship between those who have the same tribe
from one nagari who moved to another nagari and malakok in the same tribe in the
new nagari.
Keywords: Malakok, integration, and Minangkabau tribe
INTRODUCTION
The tribal system in Minangkabau is based on maternal lineage. Thus,
every child born from Minangkabau woman must have the same tribe as her
mother. However, what about children whose mothers are not Minangkabau?
Do they have no tribe? Amir (1997: 168) says according to the Minangkabau
culture, which is a matrilineal system, children who born from Minangkabau
father and non-Minangkabau mother will not be included in Minangkabau
kinship system (clan). Amir further said that these children in Minangkabau
are considered as "unmarked children" while in a patrilineal system where their
father belong to, they also have no social status. In another word, their status
stays in the clouds.
Actually, according to Minangkabau culture, children who born with no
tribe can have tribe by following a particular cultural system called Malakok.
They were accepted and accommodated in Minangkabau tribal structures /
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became part of certain Minangkabau clan after paying customary fees in the
form of money, goods, and animals (Amir, 1997: 169).
The problems remain in this paper include, what are the names of tribes
who have done and accepted malakok in Dharmasraya Regency, what rights
and kinship relationships exist in the clan for the clan who have malakok in
Dharmasraya Regency. The current research aims to documented Malakok as
the basis of integration by ethnic Minangkabau in Dharmasraya Regency, West
Sumatra Province. The aims to can be further explained below:
1. To explain the names of tribes who have done and accepted malakok
procession in Dharmasraya Regency.
2. To explain the rights and kinship relationships that exist in the clan
for those who have malakok in Dharmasraya District.
Malakok is a process of mixing newcomers into the Minangkabau tribal
structure (clanship). Pasukuan (clanship) includes two things. First, the
determination of the status of children is not tribal, but Minangkabau bloodline
and wishing to become Minangkabau people. Second, newcomers who come
to Minangkabau structure (both Minangkabau own tribe and other tribes). It
can be resolved in Minangkabau known as Malakok.
In addition, the Minangkabau culture can accommodate nonMinangkabau residents as long as they meet the customary provisions. The
customary provisions state that “nagari ba-kaampek suku, dalam suku babuah
paruik, kampuang ba nan tuo, rumah ba tungganai” Meaning that a nagari
four tribes, in the tribe there are families, and in each village, there is elder,
and in a house, there is a leader (niniek mamak). It indicates that Minangkabau
culture is open. As Navis (1985: 128) stated that to become a Minangkabau,
the foreigner has to fill requirement: Cupak diisi limbago dituang. That is, to
formulate its own rules to fulfill an obligation under different circumstances.
Amir (2007: 1) says the Minangkabau tribe is a group of people from a
"Niniek" (female), sasuku, all the descendants of "Niniek" who first come to us
who live today as " anak "who are still alive. Amir further said, however, the
meaning of tribe in Minangkabau culture is not static, even quite dynamic. It
develops, both regarding number and regarding quality. Amir also says people
who are not always come from the same liniage; it is because:
1. Each nagari is a customary indigenous territory that is not possessed
by any other nagari, whereas on the other hand there is free
population mobility between one region to another.
2. The presence of newcomers from outside Minangkabau who settled
in one of the nagari.
Amir further said, with this newcomer the kinship relationship that exists
within the tribe as the core of the nagari becomes;
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1. Relationship of batali budi, the relationship between those who have
the same tribe from one nagari who moved to another nagari and
malakok to the same tribe in the new nagari.
2. Relationship of batali ameh, the relationship created between
newcomers comes from outside Minangkabau received in the
Minangkabau tribe by paying some tribute (gold). Therefore,
children from Minangkabau fatehr who married to nonMinangkabau women will be accepted into a tribe through malakok.
Dealing with Minangkabau ethnic of course deals with the anthropolinguistic
realm. "Anthropolinguistics is a branch of linguistics that studies variations of
language and the use of language in relation to the development of time, the
difference of the place of communication, the kinship system, the influence of
ethnic customs, the beliefs, the ethics of language, the customs and other
cultural patterns of a tribe" (Sibarani , 2004: 50). Furthermore, Sibarani said, a
new cultural element can be delivered and understood if the element has a
name or term. Also, every element of culture ranges from the smallest element
to the largest element given the name or term. The names and terms given must
have a philosophy and a background of naming.
METHOD
There are three stages inconducting the current research: (1) Data
collection, (2) data analysis, and (3) presentation stage of data analysis
(Sudaryanto: 1993: 51).
Data Collection
This research is based on the concept of data triangulation, triangulation
methods, and techniques (Sutopo in Subroto, 1992: 35). Triangular data means
data obtained from various sources. As a first step, by observing the object of
research target researcher using introspection method (Djajasudarma, 1993:
25). The next step used observation method and recording method
(Sudaryanto, 1993: 137). The methods used are folowed by series of
techniques, including communication trigger, and advanced technique.
Data Analysis
The data analysis is done by using Koentjoroningrat (1979: 330-337)
method, i.e., editing (examination of completeness and data feasibility), coding
(data classification). After that, interpretation of the validity is made by coded
data (Moleong, 1990: 199; see Moleong, 2007: 277; see Hanafi, 2007: 72).
Also, in analyzing the markers and markers used in malakok procession, The
method of matching is the method by which elements of the outside language
are removed.
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Presentation of Analysis Results
The presentation stage of the analysis is done in two ways, namely
formal and informal methods.
DISCUSSION
Malakok can be considered as a foundation of integration for two groups
of society, that is, the newcomer society and the non-Minangkabau people who
have the kinship ties in Minangkabau, confess and are proud to be
Minangkabau, but not yet recognized as Minangkabau people.
During malakok, there are several requirments that need to be fulfilled.
When the requirments have been fulfilled, then the request for tribal liniage
will be granted. Similarly, people who want to be part of Minangkabau society
have to fulfill the requirement as stated in the saying "Cupak diisi limbago
dituang" means there are separate rules to meet an obligation under different
circumstances.
Names of tribe who had done Malakok and accepted Malakok in
Dharmasraya Regency
Basic malakok in Dharmasraya Jauh mencari suku, dakek mancari
induak. It means newcomers who come from outside Minangkabau will look
for tribes in Minangkabau teritory. Newcomers from an area in Minangkabau
move or come to Minangkabau land will seek induak (mother ) and look for
the clan. Before malakok, people who commit to will be informed about right
and responsibility as part of the tribe, as mention in the following mamangan.
Adaik nan ka diisi limbago nan ka dituang.
Bapalak-palak kunyik.
Ka ateh dikungkuan dahan
ka bawah dikungkuan baniah.
The meaning of mamangan above says that there are customary rules
that must be met by those who commit malakok. After that, people who commit
malakok will visit the prospective adoptive parents / mangaku induak to
declare his intention accompanied by mamak kandung. When there is an
agreement, the prospective adoptive parents will notify the news to ninik
mamak in the village.
In addition, the signifiers as structures and markers as content have
existence in the human mind as citizens and, therefore, influence perceptions
of the outside world or patterns of behavior in social interactions and relation
to the cultivation and processing of the outside world. The marker lies at the
level of expression and has a form or is a physical part such as sounds, letters,
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words, images, colors. The marker lies at the content or idea of what is
expressed through the level of expression.
These signs convey a communicative information. It can replace
something else that can be imagined in a traditional ceremony/payment of
tribute, will be given a sign as a condition of acceptance of a person in the tribe
in Minangkabau. The mark given as a tribute payment may take the form of,
among other things:
1. Carano is a tray filled with money (the amount is not specified or
based on the ability of the child's family who want to practice
malakok.). The amount of money given is not sepecified, it depends
on the agreement which both parties agree. The amount of money in
today condition for malakok ranges about Rp. 500.000,00.
2. One goat for five people. Goats are used for men. Cutting a goat as a
medium to let the public know that the child of the Fulan has become
kamanakan of certain datuak in the nagari. In addition, there are also
chickens used in the ceremony which represents malakok for women.
3. There is another simpler sign that is a bunch of siriah; it will be
handed to the party who will give the tribe.
In addition, the sign consists of two components, namely: sound and
concept. The sound consists of a signifier and signified. Thus, the sign itself is
a congruent manifestation of the sound. Here, the sign is considered as
mentalistic elements. In other words, in the unfolding of the image of sound or
concept as two inseparable components. Similarly, during malakok, there are
several signs appear. The markers and markers are implemented in the form of
additions. This addition is recited during the tribal event event. Those who
make this addition are the prince of each tribe with a tribal elder who will give
tribe to the unmarked child or party who hold the event.
There are also names of tribes who have done malakok and received
malakok among them: melayu, Tigo Nini, Piliang, Bodop Patopan. In this
paper, it will be mentioned several names in malakok at Dharmasraya.
Right and Kinship within tribes who have practice Malakok at
Dharmasraya
Based on interviews with some datuak in Dharmasraya, malakok has a
possitive meaning for the people who done malakoka and for people who
accept malakok:
1. For people who practice malakok, get protection from customs and
society. In addition, malakok made the people more secure and
recognized in a kinship.
2. For urang kampuang, a tribe which accepts malakok it has new tribe
member.
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On the other hand, based on interviews with the datuak in the area, malakok
frequently inluenced by economic factors and marriage factors.
After the malakok, the former foreign people will be recognized as
Minangkabau people and newcomers who want to get tribes in this area have
earned the tribe. Because one of the characteristics of the Minangkabau people
is to have a tribe. These will be kemenakan of a tribe in Minangkabau.
However, these people have a different right from the blood line kemenakan.
1. These people will be seen as kemanakan in batame ameh and batali
budi.Kemenakan in ameh batali relationship means the relationship
that occurs between newcomers come from outside Minangakabau
received in Minangkabau by paying tribute. This gold is not entitled
to an inheritance, but may be able to receive the inheritance if it is
vested in him for his services (Toeh, 1985: 80).
2. Batali budi means, the relationship between those who have the same
tribe from one nagari who moved to another nagari and practice
malakok in the same tribe in the new nagari.
CONCLUSION
Based on the analysis that has been done, it can be concluded that the
tribe will be obtained by the non-tribal party by practicing malakok. Malakok
has a procession, signs, and also meaning. The tribe will be acquired by the
people if he/she carried out the procession and fulfilled all the requirements.
After fulfilling all the requirements of malakok, then the people will get tribe,
rights, and kinship relationships in the tribe.
There are also names of tribes who have done malakok and received
malaok in Dharmasraya, among them; Melayu, Tigo Nini, Tigo Nini, Piliang,
Bodi Patopan, and Piliang tribes. In this paper, only several names are
provided since this is on going research that not completed yet. Therefore,
there are some other tribes in Dharmasraya who practice malakok or received
malakok.
After getting the social title, these people have a different right from the
bloodline decendent. These people will be regarded as kemanakan batali emas.
This batali ameh will not be passed to the next generation and not get any
inheritance, but they will get from what they earn for their wealth. Also, the
people will also be seen as a kemenakan batiah. That is the relationship
between those who have the same tribe from one nagari who moved to another
nagari and malakok in the same tribe in the new nagari.
REFERENCE
[1]
[2]
Amir, M.S. 1997. Adat Minangkabau: Pola dan Tujuan Hidup Orang
Minangkabau. Jakarta: PT Mutiara Sumber Widya
__________. 2005. “Pemekaran Suku Minangkabau”. Internet.
www.cimbuak.com.
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Universitas Andalas, August 24, 2017
[3]
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
_____________. 2007. Masyarakat Adat Minangkaba: Terancam –
Punah. Jakarta: PT Mutiara Sumber Widya.
Halim, Abdul Hanafi. 2007. Metodologi Penelitian Bahasa.
Batusangkara: STAIN
Koentjoroningrat.
1979. Metode-Metode Penelitian Masyarakat.
Jakarta: Gramedia.
Moleong, Lexy J. 1990. Metodologi Penelitian Kualitatif. Bandung:
Remaja Rosda Karya.
______________. 2007. Metodologi penelitian Kualitatif. Bandung:
Remaja Rosdakarya.
Navis, A.A. 1984. Alam Terkembang Jadi Guru: Adat dan Kebudayaan
Minangkabau. Jakarta. Pustaka Grafiti.
Sibarani, Robert. 2004. Antropolinguistik : Antropologi Linguistik
Linguistik Antropologi. Medan : Poda.
Subroto, D. Edi. 1992. Pengantar Metode Penelitian Linguistik
Struktural. Ed. 1. Surakarta : Sebelas Maret University Press.
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa.
Yogyakarta : Duta Wacana University Press.
Syafyahya, Leni dkk. 2000. Kata Sapaan Bahasa Minangkabau di
Kabupaten Agam. Jakarta : Pusat Bahasa Departemen Pendidikan
Nasional.
Syafyahya, Leni. 2006. “Dilema Malakok Anak Tidak Bersuku dalam
Sosial Budaya Minangkabau” Laporan Penelitian Dosen Muda (Dikti).
Padang: Fakultas Sastra Universitas Andalas.
Toeah, Datoek. 1976. Tambo Alam Minangkabau. Bukittinggi : CV
Pustaka Indonesia.
AUTHOR’S BIOGRAPHY
Leni Syafyahya, S.S., M.Hum. Born in Jakarta, September 3, 1970.
Graduated from the Faculty of Letters of Andalas University of Padang (1993).
Graduated with Master of Humanities at Padjadjaran University Bandung
(2002). Various research activities and devotion have been done. Some of his
works have been published both in accredited and unaccredited journals as well
as in books. Among publication, that is. Bahasa Kelas Atas 2015 (SURI
publication). Sosiolingustic: Sebuah Pengantar (Refika Aditama Bandung,
20014), and Kata Ganti Persona (Minangkabau Press, 2011). She has been
teaching at Faculty of Humanities Universitas Andalas since 1993 for
Pengantar Sosiolingusitik, PLU, and Bahasa Indonesia. Married to Drs.
Edison and blessed with two children, Arian Edison and Annisa Edison.
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The Role of SAME BIPA Program for the Execution of
Economic Diplomation
Lilik Rita Lindayani1, Nurmin Suryati2, Ahmad Marhadi3
1
Languange and Literary Department, UHO, Indonesia, lilik.rita@yahoo.com
Languange and Literary Department, UHO, Indonesia, nurmin_aza@yahoo.co.id
3
Antrophology Department, UHO, Indonesia, ajie_np@yahoo.com
2
Abstract
The ability to nurture the universal relationships and adequate training in the
recruitment process allow the SAME BIPA lecturer to be not only reliable in the field
of language and cultural diplomacy, but also in other fields. One of them is in
the field of economic diplomacy to attract foreign investors from the state of duty.
In this case, the characteristics of harmonious relationships are culturally combined,
so that the bilingual power of a lecturer will provide a rapid path toward exploration.
This paper seeks to describe the role of BIPA lecturers for the expansion of
economic diplomacy abroad by analytical steps using communicative action method
of George Herbert Mead (1863-1931). Mead himself is a sociologist who adopts
Durkheim's communication theory which deals mainly with social solidarity that
links social integration with the integration of a qualitative system. From a linguistic
talent and rhetorical ability posed by default of a lecturer, it is assumed that,
firstly, BIPA lecturers can provide straight forward and logical information
about the potenciesof their original territory in Indonesia that can be economically
explored; Secondly, foreign investors need reliable informants and collaborative
partners behind the limitations of their knowledge in Bahasa Indonesia on the risks
of investing; Thirdly, the credibility of BIPA lecturersenable them to flexibly enter the
cultural relationship dimension of society to increase foreign investor confidence
abroad.
Keywords: SAME BIPA, Economic Diplomacy, Cultural Relationship
INTRODUCTION
To unifying Indonesia is not easy because characteristic geographical
archipelago that stretches from Sabang to Merauke and dozens of tribes that
inhabit it requires Indonesia to have a unifying instrument. Since Sumpah
Pemuda was announced on October 28th, 1928, Bahasa Indonesia has become
a unifying medium of the nation and national language.
Since then, Bahasa Indonesia has run a lot of changes, which according
to Yule (2015) is the nature of language inherent in human life. The changes
include express and semantic changes, diachronic and synchronous variations,
a way of writing, and the addition of vocabulary. This development is due to
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the role of Indonesia on the global stage which is increasingly taken for
calculating the position of politics, economy, education, sports, and others.
International organizations such as the United Nations, OPEC, OIC, GMT,
and others are becoming a platform for Indonesia to introduce itself as a
reliable nation in global diplomacy. Thus, Bahasa Indonesia will be an
interesting aspect to be recognized by the global community.
This is in line with the Government Regulation of Republic of Indonesia
number 57 of 2014 on the Development, Fostering and Protection of
Indonesian Language and Literature as well as the functional improvement of
Bahasa Indonesia, whereby the scope of this government arrangement covers
(a) the development, fostering and protection of Bahasa Indonesia and Local
languages; (B) the development, fostering and protection of Indonesian and
regional literatures; (C) the provision of facilities for Indonesian citizens in
improving the competence of foreign languages; And (d) the functional
improvement of Bahasa Indonesiainto International language.
According to data submitted by Kompas newspaper published in 2010
that in2009, Bahasa Indonesia has been officially placed on a second foreign
language by the local government of Ho Chi Minh City, Vietnam. Afterward,
based on data from the Ministry of Foreign Affairs in 2012, Bahasa Indonesia
is the fifth largest native speakers in the world, as many as 4,463,950 people
spread in various countries. In fact, the chairman of the House of
Representatives in the 32nd ASEAN Inter- Parliamentary Assembly (AIPA)
meeting in 2011 proposedBahasa Indonesia to be used as one of the working
languages in AIPA sessions. In addition, India, Australia, Korea, France, and
several other countries have emplacedBahasa Indonesia in their curriculum of
education, especially at the University level.
For those above, the Directorate General of Science and Technology and
Higher Education developed BIPA (Bahasa Indonesia for Foreign
Language) SAME (Scheme for Academic Mobility and Exchange) & Arts
Program. This program is a lecturers’placement to various overseas
universities dedicated to the national mission as teachers of Bahasa Indonesia,
art, or culture at the request of the Embassy of the Republic of Indonesia
abroad. The program also offers state and private university that already have
collaboration with universities abroad to send BIPA & SENI lecturers to teach
in partner countries.
The ability to nurture the universal relationships of BIPA lecturers
and adequate training in the recruitment process, allow them to be not only
reliable in the field of language and cultural diplomacy but also in other fields,
such as in the economic diplomacy to attract foreign investors from the State
of duty. In this case, the characteristics of harmonious relationships are
culturally combined so that the bilingual power of a teacher will provide a rapid
path toward the exploration.
Furthermore, in 2017 (www.kompas.com), there are approximately 45
countries that have taught Bahasa Indonesia to foreign language, with 174
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BIPA implementation sites spreadacross these countries. With so many
countries already registered as BIPA participants, which will likely always
increase, it will be possible for BIPA lecturers to introduce Indonesia, its
natural potential, and natural resources on the global stage.
METHOD
This paper seeks to describe the role of BIPA lecturers for the expansion
of economic diplomacy abroad by analytical steps using communicative action
method of George Herbert Mead (1863-1931). Mead himself is a sociologist
who adopts Durkheim's communication theory which deals mainly with
social solidarity that links social integration with the integration of a
qualitative system.
One of the points emphasized in this method is the basic conceptual
framework of norm-guided interaction andlanguage-mediated interaction,
whereby there are certain points or goals to be achieved through logical
sequences (Habermas:
2012: 2-3). The selection of this method is interesting because the
author is also a BIPA lecturer himself. In this case, the author applies his
potential and talents directly as BIPA lecturer abroad. Thus, based on
descriptive qualitative research ethics, where in this case, when the author is
also an ‘experiencer,' then data can be presented in the narrative form which is
then analyzed with relevant theory.
RESULT
In diplomacy, in this case, in an economic diplomacy, social solidarity
is paramount to build a systematic global advantage. Panggabean (2014:
188) argues that the accumulation of global talent is also an important issue
in education. Thus, the role of BIPA lecturers in building competence can be
seen from basic thinking skills and superior nontechnical teaching skills that
are the ability to communicate in certain environments mediated by language
flexibly. The world of economy, in this case, is translated as the world of
commerce. Meanwhile, the trading system is a businessman who can sell every
product he has at a reasonable price and to achieve maximum profit. The
products referred here are potency’s areas of origin of SAME BIPA
participants. A BIPA lecturer is required to play the best possible role by
exploring the rhetoric and potentiality of his or her nobility when faced with
the outstanding businessmen who are Indonesian partners abroad. Therefore,
after the return to Indonesia, their role is still sustainable and beneficial for the
region of their origin.
DISCUSSION
According to Banaray (2009), economic diplomacy is the study of
complex diplomacy and trade relations, as well as cooperation and ways of
influencing external economic policy. Just like diplomacy in general,
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economic diplomacy is a component of the foreign policy that is an
international activity of a country. This policy is adopted by the government
through all public and private agencies which, of course, aims to re-reflect all
the activities, forms, objectives, and methods used in the realization of the
foreign policy.
The Government of Indonesia itself through many things including the
establishment of BIPA program which although its main purpose is to teach
Bahasa Indonesia to the foreign community occupied by the teacher, but can
also present other goals. One such objective is to serve as an agent for the
expansion of Indonesian economy abroad. Those who follow this program
should pass a rigorous selection of administrative and interview selection.
In SAME BIPA's manual, it is explained that files to be prepared by a
BIPA teacher candidates are:
a. Lecturers of higher education within KEMENRISTEK DIKTI;
b. Has an NIDN;
c. Lecturers at least qualified for magister;
d. Has worked as a lecturer for at least five years;
e. Age maximum 55years old when applying;
f. Never participated in SAMEBIPAactivities in the last 3 (three)
years;
g. Posses the ability and compentence in BIPA field;
h. Able to communicate orally and in writing in English and
mastering the language of the destined country;
i. Posses additional abilities in the field of art and culture;
j. Not on a learning assignment; and k. Not being in a structural
position (sourced by BIPA's handbook)
After passing the administrative selection, the participants then follow
the selection of interviews and micro teaching. With such a rigorous selection
process, it is expected that those who graduate are those who can bring the
mission of introducing Indonesia to the global world as stipulated in the main
duty of teaching BIPA in destination country universities and their additional
duties such as: Being a guest lecturer or visiting scientists at
universities/research institutes abroad, introducing Indonesian culture,
exploring inter-university cooperation (independent research, seminars and
international publications), becoming speakers / presenters at
meetings Scientific, co-research, counseling and External Examiner
doctoral students in a Double Degree joint supervision program, and fine
tuning of joint articles for international journals.
The most interesting point besides serving in the field of language
and culture diplomacy is that a BIPA lecturer has a great opportunity for
strengthening and enhancing networking cooperation. As experienced by the
author who became the lecturer of BIPA in India after passing the selection
stage in mid-2016. According to its motto “incredible India," the life and logic
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of Indian society tend to lead to the motto. The people of India are notoriously
critical in many ways. When offered something, they will always ask as much
detail as possible until they get the information they want.
Those who are unable to adapt to this critical style will have difficulty
in building a good relationship. It may be due to their pleasure in discussions.
Therefore, campus parks are enlivened by this kind of activity, either among
students or teachers at the University. The enthusiasm they present in this
association has become an ingrained culture or a central culture in Indian
society. According to Panggabean (2014), the central culture will consistently
color the behavior because it is a reference behavior of individual members of
the culture. The role of central culture can be seen in personal life as well as in
the working world.
Today, the Indian government is actively developing their economy.
They take many ways to achieve this goal. One of them is an economic
chamber that aims to give space to Indian and world people in business to
share experiences in one forum. It is where BIPA lecturer can be possibly
utilized. BIPA lecturers could be the liaison of Indonesian entrepreneurs who
are members of the forum with other entrepreneurs from India or other
countries. Bilingual or multilingual capabilities accompanied by a deep
knowledge of the character and culture of Indian society will provide a great
opportunity to smooth economic diplomacy to be built.
It is also explained by Rana (2007) that several factors that make
economic diplomacy smoothly are (1) foreign economic relations
involving not only theforeign ministry, commerce and industry of the
country concerned but also involving all business units in the country, such as
trade and industry associations, financial sector, schools and business research
institutions, tourism industry, and domestic actors who are both stakeholders
and prime movers; (2) Foreign ministry structures and external economic
regulatory bodies must be well tuned and aligned; (3) Making twin priority of
economic diplomacy between export promotion and mobilization into
foreign investment. Export promotion includes assistance to domestic
companies seeking overseas markets; market studies, business delegation
visits, participation in international trade meetings, and buyer-seller meetings;
(4) The legally regulated regulatory frameworks are shared with business
actors as well as think-tanks and scholars aimed at establishing ideal
conditions for increasing trade and state investment, (5) Shouldbe able to
distinguish between economic diplomacy operating in the state capital and in
the field through its embassy and consular networks, (6) There is a difference
in the effectiveness of economic diplomacy in each country. Diplomatic
missions run by trained people and professional staff provide the power and
influence of the country it represents.
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CONCLUSION
Rana (2007) explained that several factors to make economic diplomacy
a smooth one are (1) foreign economic relations involving not only the
foreign ministry, commerce and industry of the country concerned but also
involving all business units in the country such as associations trade and
industry, financial sector, schools and business research institutes, tourism
industry, and domestic actors whose are both stakeholders and prime movers,
(2) There is a difference in the effectiveness of economic diplomacy in each
country. The diplomatic missions run by trained people and professional staff
provide power and influence of the country it represents. Both points above
are notoriously appropriate when it mandated to the BIPAlecturers. The ability
to nurture the universal relationships of BIPA lecturers and adequate training
in the recruitment process allow at BIPA lecturer to be not only reliable in
the field of language and cultural diplomacy but also in other fields such as
the economic diplomacy to attract foreign investors from the State of
employment. In this case, the characteristics of harmonious relationships are
culturally combined so that the bilingual power of a BIPA lecturer will
provide a rapid path toward exploration.
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
Baranay, Pavol. 2009. Modern Economic Diplomacy. Latvia:
Publications of Diplomatic Economic Club.
Buku Pedoman BIPA tahun 2016. Kemristekdikti.
Ganeri, Anita. I Come from India. Delhi: Aladdin Books. 1996.
Habermas, Jürgen. 2012. Teori Tindakan Komunikatif (Kritik
atas Rasio
Fungsionalis). Bantul: Kreasi Wacana.
Panggabean, Hana, Hora Tjitra, dan Juliana Murniati. 2014. Kearifan
Lokal Keunggulan Global (Cakrawala Baru di Era Globalisasi).
Jakarta: PT. Elex Media Komputindo.
Peraturan Pemerintah No. 57 tahun 2014.
Rana, K. S. (2007). Economic Diplomacy: The Experience of
Developing
Countries.
(Online).
(http://www.cutscitee.org/cds03/pdf/cds03- session1-02.pdf)
Yule, George. 2015. Kajian Bahasa Diterjemahkan oleh Astry Fajria.
Yogyakarta: Pustaka Pelajar.
http://edukasi.kompas.com/read/2013/10/23/1253102/BIPA.Tingkatka
n.Fungsi.Baha sa.Indonesia.Menjadi.Bahasa.Internasional diakses
tanggal 1 Agustus 2017.
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AUTHORS’ BIOGRAPHY
Lilik Rita Lindayani, Educations: Fresh Graduation of Indonesian Language and
Literature of Education (Mulawarman University, Samarinda, East-Borneo, 2003).
Master of Humaniora of Literature Sciences on Linguistics Studies (Padjadjaran
University, Bandung, West-Java, 2006). Doctoral Program (Cultural Studies,
Udayana University, 2015-Now); Lecturer of Cultural Studies Faculty Universitas
Halu Oleo (UHO) Kendari; Areas of Interest: Education, Literature, Linguistics,
and Cultural Studies; Participant of SAME BIPA Program for India of Ministry of
Research, Technology, and Higher Education in2016.
Nurmin Suryati, Educations: Fresh Garduation of Arabic Literature (Gadjah
Mada University, Yogyakarta, 2009). Master of Humaniora (Universitas Halu
Oleo, Kendari, South-East Sulawesi, 2013): Lecturer of Cultural Studies
Faculty Universitas Halu Oleo Kendari; Areas of Interest: Literature and
Cultural Studies.
Achmad Marhadi, Educations: Fresh Garduation of Antropologi (Halu Oleo
University, Kendari, South-East Sulawesi, 2003). Master of Science
(Padjadjaran University, Bandung, West-Java, 2009): Lecturer of Cultural Studies
Faculty Universitas Halu Oleo (UHO) Kendari; Areas of Interest:
Anthropology and Cultural Studies; KPU Commmissioner Selection Team of
Muna-Barat 2016.
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Minangkabaus Interrogative Sentences: A Study of
Forms And Functions
Lindawati
Faculty of Humanities, Universitas Andalas
lindawatisaun@yahoo.co.id
Abstract
This study examines Minangkabau interrogative sentence problems by focusing on
issues of forms and functions. The data used in this analysis are interrogative
sentences in Minangkabau language that are currently used in oral and in interethnic
communication. This study used a pragmatic approach. Listening while observing
(metode simak) is used at the stage of data collection. In the analysis phase, a
structural analysis is used for the discussion of issues related to the form, and a
contextual analysis method is used for the discussion of issues related to the function
of an interrogative sentence. The report was presented verbally. From the research,
it can be formulated that interrogative sentences forming elements are either suprasegmental elements and segmental elements. Supra-segmental elements are
intonation, and segmental elements are words, phrases, and particles. The elements
were added to a clause to be the base of an interrogative sentence. Based on the
response form provided by what the opponents said, interrogative sentences are
grouped on the yes-no and information interrogative sentences. Yes-no interrogative
sentences require an answer that contains a justification or denial of what is stated
in the clause that is the basis for the formation of interrogative sentences. Information
interrogative sentences require an answer in the form of explanation. In
communications, interrogative sentences are uttered not only to ask something, but
they are also used to express a variety of speech act. Speech act that can be expressed
by the interrogative sentences of Minangkabau language is representative, directive,
commissive, and expressive. Interrogative sentences are sometimes used to speak
indirectly (indirect speech) to maintain politeness or otherwise stated expressive
rudely.
Keywords: Form, Functions, Interrogative, Variation, Context
INTRODUCTION
Human beings are restless creatures who always ask about anything. We
ask many things, not only about ourselves but also about the environment
surrounding us. That anxiety has led us to progress in various fields of science.
Daily communication takes place in the form of dialogs, and the interrogative
and declarative sentences are the dominant forms of sentences in the dialogs.
Regarding this, interrogative sentences hold a very important function in the
language and communication system.
The term of the interrogative-sentence results from sentence
categorization based on meaning. Based on the meaning, sentences can be
classified into declarative, command, question, exclamation, and emphatic
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ones (Moeliono et al. 1988:284). The main function of the interrogative
sentence is to ask about someone or something. If people want to know the
answer to a problem or situation, then they ask and use interrogative sentences
(Moeliono et al. 1988:288)
There is a variety of forms in Minangkabau language, including the
question form. There are some forms of question that can be used to ask about
one thing. Taking into account extra-linguistic aspects, a competent user of
Minangkabau will be able to choose one of the appropriate alternatives of
forms available.
In Indonesian, the interrogative-sentence issue has received a great deal
of attention from researchers. The study of the interrogative sentences is
sometimes cursory or lacking depth. This is because a discussion of
interrogative sentences becomes part of a broader range of other topics. Those
who addressed the issue of Indonesian interrogative sentence include
Slametmuljana (1957), Fokker (1979), Sutan Takdir Alisjahbana (1983),
Ramlan (1983), Sudaryanto (1983), Halim (1984), Samsuri (1985 ).
Kridalaksana (1985, 1994), Moeliono et al (1988), Lapoliwa (1990),
Sudaryono, (1992), Djajasudarma (1999), Wijana (1981) in the form of
Bachelor Degree paper, and Tarmini (2008) in the form of a dissertation. In
Minangkabau language Nadra (1987) has discussed Minangkabau
interrogative-sentences.
There is a variety of forms and communicative functions of interrogative
sentences in Minangkabau. So far, the classification of interrogative sentences
is usually based on the form and content of the answers (Lindawati, 2015:100).
If interrogative sentences are solely classified based on the answers, we are not
able yet to understand the function of the interrogative sentences asked by the
speakers. Presumably, interrogative sentences should also be reviewed and
categorized based on their functions. Explanation of the interrogative
sentences should be based on the nature of the interrogative sentences
themselves, when and for what each of the various forms of the interrogative
sentence is spoken. Interrogative sentences should be classified based on the
form, meaning, and function.
In pragmatics, the study of languages needs to talk about how sentences
are used (Wijana, 1996:2). Study of interrogative sentences in Minangkabau
requires the researcher to explore how sentences are constructed and how they
are used by speakers of Minangkabau people actual communication. Hence,
this study aims to describe and explain what the speakers mean, why someone
asks, and what he wants to know using the interrogative sentences. Applying
pragmatic approach, it is expected that the study of Minangkabau interrogative
sentences will become more comprehensive. In humanities, the study of
language must be intended to explore the speakers who use the language.
Hence, the object of the language study in humanities is the language speakers
themselves. A study of language is a study of the relationship between
language, thought processes, and appropriate behaviors (Djawanai, 2009:4). A
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language is a unified form underlying humanity and humanness (Djawanai,
2009:4). It is within this framework that a study of interrogative sentences still
needs to be conducted to obtain an in-depth understanding of the use of
interrogative sentences in Minangkabau language by Minangkabau people.
The result is a complete description of how the formation and the use of
the interrogative sentences in Minangkabau are. Theoretically, it is expected
that the result will provide the theory of Minangkabau pragmatics, particularly
the theory of the function of Minangkabau interrogative sentences. Practically,
the results of this study may be used as a comparison by the researchers for the
subsequent research projects and as a consideration for preparing teaching
materials for the subject of Minangkabau language in the educational field.
It is expected that knowledge about the diversity of the forms and
functions of Minangkabau interrogative sentences make us aware that
Minangkabau language is not a monolithic system, but rather a social
phenomenon that intrinsically contains variations to reflect the diversity of
human nature and the speakers of Minangkabau. The research result is also
expected to be used as consideration in the process of formulating and
preparing Minangkabau teaching materials regarding sociolinguistic and
pragmatic aspects to build and maintain the nation harmony and integration
within the framework of the unity of the Republic of Indonesia.
Typically in carrying out language research, there are three kinds of
interrelated and sequential research methods, in which each method is a
strategic step of handling the problem to make the study complete. These
methods include methods for data collection, methods for data analysis, and
methods for presenting the results of data analysis (Sudaryanto 1988:57).
Listening while observing (metode simak) is used at the stage of data
collection. The data are interrogative sentences and answers. In the analysis
phase, a structural analysis is used for the discussion of issues related to the
form, and a contextual analysis method is used for the discussion of issues
related to the function of the interrogative sentence (Djajasudarma, 1993:5759). The report was presented verbally.
The term of interrogative sentences arises as a result of sentence
categorization based on the kind of responses given by hearer shortly after a
sentence is uttered. Based on the kind of responses given by hearer, sentences
are classified into declarative, interrogative and imperative (Lindawati,
2015:…). Interrogative sentences are uttered in the hopes that the hearer will
respond with an answer (Lindawati, 2015:…). When someone utters an
interrogative sentence, simultaneously he also delivers a speech act. Speech
acts expressed in Minangkabau interrogative sentences can vary. Speech acts
in pragmatics are the issues which have received greater interests by linguists
nowadays. The study of speech acts focuses on the meanings of utterance. This
theory views semantic in a broader context of communication and forms
speech acts rather than words or clauses as the basic unit of human
communication. Speech acts theory was popularized by Searle (1976:23).
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Searle's theory is based on the view that language activities are activities of
doing something. Searle argues that when people utter a sentence, they are
acting three kinds of speech acts, namely (1) locutionary act, (2) illocutionary
act, and (3) perlocutionary act. He classified illocutionary act into five groups,
namely Representatives or Assertives, Directives, Commissives, Expressives,
and Declaration. The description of the purpose of the five kinds of
illocutionary acts is as follows:
1.
2.
3.
4.
5.
Representative acts -- acts that represent something, for example, the
statement, escription, affirmation, etc.
Directive acts -- acts that have the intent to get someone do something
things, for example command, request, instruction, etc.
Commissive acts -- acts that make the speakers perform actions to
happen in the future; for example promise, offer, threat, etc.
Expressive acts -- acts that reveal the attitudes of the speakers about
something; for example apology, expression of gratitude, an
expression for welcoming someone, etc.
Declarative acts -- acts which lead to deal with things that are being
mentioned; for example state of war, marriage ceremony, dismissal,
etc.
Wijana (1981) in his thesis entitled ‘ Kalimat Tanya dalam Bahasa Indonesia,'
discusses characteristics, the process of formation and classification of
interrogative sentences. The classification of interrogative sentences is not
only based on the answer to the question but also on the attitude of the speaker
in asking a question. An interrogative sentence is considered not separated
from its answer; they are in unity. Every element of the sentence can be object
of the question. However, in communication, not all of the elements are usually
asked.
DISCUSSION
In interrogative sentences, there are three elements that must exist which
will determine the form and function of interrogative sentences, which in turn
will determine the form of the appropriate response given by the hearer. The
three elements are: what is stated, what is asked, and the elements for forming
the interrogative sentence. The following examples (1) of Minangkabau
interrogative sentences derived from a clause of X is sick are demonstrated to
explain the three elements. This proposition derives several interrogative
sentences as shown below.
Tanya. a. ‘Sia nan sakik?’
‘Who is sick?’
b. Ang sakik?
‘Are you sick?/Do you feel ill?’ Do you feel sick?
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c. Ang ndak sakik
‘Are you not sick?’
It is stated What is stated:
(1) a. someone is sick
b. You are sick
c. you are not sick
It asks What is asked:
(1) a. the identity or the name of the person who is sick
b. Whether the second person is sick or not
c. Whether the second person is sick or not
Elements are forming interrogative sentences:
(1) a. Question words and intonation
b. intonation
c. Question words and intonation
Elements that form Minangkabau interrogative sentences can be either
supra-segmental elements or segmental elements. Supra-segmental elements
are intonation, and segmental elements are words, phrases, and particles. The
element forming an interrogative sentence may be only intonation or the
combination of intonation and question word or particle.
Based on what is stated, what is asked and how they are formed,
Minangkabau interrogative sentences can be classified into six groups, namely:
(2) Tn. a. Sia nan sakik?
‘Who is sick?’
b. Nan sakik sia?
‘Who is sick?’
c. Ang sakik aa?
‘What illness do you suffer from?’
(3) Tn. a. Ang sakik atau indak?
‘You are sick or not?’ Are you sick or not?
b. Ang sakik paruik atau kapalo?
‘You get a stomachache or a headache?’ Do you get a
stomachache or a headache?
c. Ang sakik paruik, kapalo, atau nan lain?
‘You get a stomachache, headache, or something else?’ Do
you get a stomachache, a headache or other illness?
(4) Tn. a. Sakik?
‘Sick?’
b. Ang sakik?
‘You are sick?’ Are you sick?
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c. Apokoh ang sakik?
’Are you sick?’
d. Ang nan sakik?
‘Is it you that is sick?’ Is it you who are sick?
(5) Tn. a. Ang sakik yo?
‘You are sick, are you?’ You are sick, aren’t you?
b. Ang sakik kan?
‘You are sick, right?’ or You are sick, aren’t you?
c. Ang sakik tuh?
‘You are sick’ You are sick, aren’t you?
d. Ang sakik nak?
‘You are sick, aren’t you?’
e. Ang sakik ndak?
’You are sick or not?’ Are you sick or not?
f. Ang sakik atau indak?
‘You are sick or not?’ Are you sick or not?
g. Bukannyo ang sakik?
‘Aren’t you sick?’
h. Kecek urang ang sakik?
‘Someone says you are sick?’ Someone says that you are sick.
Are you?
(6) Tn. a. Sia nan nio sakik?
‘Who wants to get sick?’ Who wants to be sick?
b. Sia nan indak nio sehat?
’Who does not want to be healthy?’
(7) Tn. a. Sia nan indak sakik?
‘Who is not sick?’
b. Apokoh ang indak sakik?
‘Are you not sick?’
c. Ang ndak sakik kan?
‘You are not sick, are you?’
d. Ang ndak sakik yo?
‘You are not sick huh?’ or You are not sick, are you?
e. Bukannyo ang indak sakik?
‘Aren’t you sick?
f. Keceknyo ang ndak sakik?
Someone says you are not sick?’ Someone says that you are
not sick. Aren’t you?
The Minangkabau interrogative sentences can be divided broadly into six
groups. The first five groups of the questions are interrogative sentence
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information, choice, yes-no, tag question, and rhetorical. The last group (sixth)
is different from the other groups because it contains an element of negation.
Therefore, interrogative sentences containing elements of negation is called
negative interrogative sentences (Lindawati, 2015: …). The six groups of the
above questions (2-7) differ regarding what is stated, what is asked, and the
manner of its formation. From the same proposition, there may be an
interrogative sentence that can be derived.
The six types of interrogative sentences are derived from the same basic
idea or the same proposition that there is someone who is sick. The diversity
of the question forms suggests the different levels of knowledge of the speaker
about what is asked. In the first type of the interrogative sentence (2), the
speaker has the basic knowledge that there is someone who is sick, but he does
not know who is sick. To find out who is sick, he asks a question with an
information interrogative sentence. The second type of question shown in the
example (3) is used to inquire the type of illness someone suffers from or what
part of his body that gets a health problem. The speaker provides an alternative
which should be selected by the hearer.
The third type of question shown in the example (4) seems to be based
on the assumption that the speaker has knowledge about X’s illness. The
knowledge could be gained by hearing the news from someone else. To
ascertain whether what he knows is right or wrong, then he asks him by using
a yes-no interrogative sentence. If it is asked directly to X, then the questioner
will get an answer in the form of certainty in the form of answers that affirm
or deny what he knows. However, if it is asked to another person (not X), then
the possible answers that can be obtained are three kinds, namely an
affirmative answer, a rejection and a dubious reply. The dubious answer arises
because the person being questioned does not know for sure what is being
asked.
The fourth type of question shown in the example (5) seems to be based
on the assumption that the speaker knows that X is sick and he confidently
believes that what he knows is true. He asks the questions to confirm the truth
about what he knows. The speaker expects that the person being asked will
justify what he states (what he believes is the same as what he states). Unlike
the four previous groups of interrogative sentences, the interrogative sentence
of the fifth group demonstared in example (6) is commonly called the
rhetorical interrogative sentence which is uttered to convince the hearer that
what is stated in the question is true. If we refer to question (6a), what is stated
by the speaker is that nobody wants to be sick.
The sixth group of questions shown in examples (7) is different from the
other groups because there is an element of negation. The presence of this
negation causes what is stated in the negative interrogative sentence different
from what is stated in the positive interrogative sentence. In the positive
interrogative sentence, what is stated is in the form of the affirmative clause,
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while in the negative interrogative sentence, what is stated is expressed in the
form of negative clauses.
An interrogative sentence is a sentence asked by the speaker in the hope
that the hearer gives a response to what is asked (Moeliono, et al 1988:288). In
connection with their functions to ask something, based on the response form
provided by the hearers, interrogative sentences are grouped into the
information and yes-no interrogative sentences. Yes-no interrogative sentences
require an answer that contains a justification or a denial of what is stated in
the clause as the basis for the formation of interrogative sentences. Yes-no
interrogative sentences are formed by giving only a certain tone or intonation
or by giving a certain tone or intonation plus a word or phrases, and by giving
particles in the clause. Information interrogative sentences require an answer
in the form of explanation. Information interrogative sentences are usually
formed by adding certain words and intonation question in the clause. The
question word replaces one of the constructing elements of the basic clause or
replaces the elements that the speaker wants to know. In Indonesian there are
some basic question words, namely aa (what), sia (who, whom), bilo (when),
dima (where), bara (how much, how many), and ba’a (how) dan manga
(why).
In addition to inquiring about something, an interrogative sentence also
serves to express various things. Previous research demonstrates that
Minangkabau interrogative sentences can go into various classes or types of
speech acts. An interrogative sentence can sometimes express more than one
kind of function. For example, a sentence may not only function to disallow
someone to do something but may also function to order someone to do
something, which ultimately shows that the speaker intends to express a
disappointment to what is done by the hearer. The variety of the speech
functions of interrogative sentences demonstrate that languages do hold not
only informative functions but also expressive functions, as can be observed in
the following examples:
(8) Pukua bara ari ko?
‘What time is it?’
Interrogative sentence (8) serves to ask the hearer what the time is when
the speakers are not looking at the clock or watch. But if the question is asked
by someone who is holding or looking at the clock, then the interrogative
sentence is uttered for other functions. When an interrogative sentence is
spoken in different contexts, it will have different functions. The interrogative
sentence in example (8) at least can have five speech functions, namely, to
express a warning, to ask someone to leave, to ask someone to hurry up, to ask
the reason for the delay, and to express anger at someone because s/he comes
very late.
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The interrogative sentences that ask the hearer what the time is, normally
spoken by a mother to her son to ask him to get up, or to remind him that it is
time for him to do something else. If the interrogative sentence is spoken by a
husband to his wife who is still making up, it is spoken to ask his wife to hurry
up. If the interrogative sentence is spoken by a parent in his house to his
daughter’s boyfriend, the interrogative sentence is to ask the boy to leave soon.
If the interrogative sentence is spoken by a professor or a teacher to a student
who comes late to the class, then the speech is usually responded by the student
by giving the reason of why he/she comes late. In another context, when the
same sentence is spoken by a mother to her son who comes home very late at
night, the question functions as an expression of anger. There are so many and
varied contents of interrogative sentences and their speech functions in
Minangkabau language for Minangkabau people. Interrogative sentences are
used to ask something. Also, the interrogative sentences are also used to
express a variety of speech acts such as acts of representative, directive,
commissive, and expressive.
Representative Acts
Representative speech act is the act of representing something, for
example the statement, description, affirmation, etc. Interrogative sentences
which are spoken to represent something can simultaneously serve phatic
functions such as to greet someone, to express sympathy or concern, to curse,
to suspect, to accuse, and to deny. The following examples of Minangkabau
interrogative sentences illustrate the category of representative speech act.
(9) a. Pai ka …Buk?
‘Go to…, Madame?’ Are you leaving, Madam?
b. Sakik yo?
‘Sick, huh?’ You are sick, aren’t you?
c. Sakik kan ?
‘Sick, is not it?’ You are sick, aren’t you?
The utterance of the question (9a) is not spoken to inquire about
something but is used only to express friendliness by greeting someone. With
such a function that appears to be a response stating the yes-no answer. With
such a function, the response may be the yes-no answer. The most frequent
response is in the form of yes answer since what is asked is related to the
habitual action that can be seen from the clothes the hearer is wearing, or from
some other features. Interrogative sentence (9b) is spoken to express the
speaker’s sympathy of other people’s condition. This question is spoken to
express the speaker’s concern when he or she notices that other people,
especially children or lovable persons, experience something unpleasant. The
type of particle that appears at the end of the interrogative sentence leads to
changes in the function of speech. It can be seen in example (9c) which ends
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with the kan particle. Question (9c) states anger. The sentence like this is
usually addressed to a child who does not listen to the warning spoken by his
parent which finally makes him get injured.
B. Directive Acts
Directive acts are acts that have an intention to get someone to do
something, for example, invitation, command, request, instruction, etc.
Minangkabau interrogative sentences expressing directives acts are intended
to offer, to recommend, to remind, atc. The examples of interrogative sentences
which demonstrate directive acts are illustrated below:
(10) a. Nak masuak? atau Nio masuak?
‘Want to go in?’ Do you want to go in?’
b. Ba’a kuenyo ndak bamakan ko?
‘Why is the cake not eaten?’
c. Alah babayie listrik?
‘Have you paid the electricity?
Offering means showing something to someone to make the thing shown is
purchased, contracted, taken, or used. The interrogative sentence (10a) is
spoken to invite the hearers to enter a room or a place. Similarly, the
interrogative sentence (10b) also serves to express an offer. The word is
inviting means asking the hearer to do something that does not cause any harm
to the speakers, while offering suggests meanings that can cause harm to the
speakers. The interrogative sentence (10b) is usually spoken when the cake has
been served, but it has not been eaten. It is asked by the speaker to repeat the
offer. It is part of the cultural norms that the guests do not eat the cake right
after it is being served and being offered to them. To ensure that what has been
served is allowed to be eaten by the guests, then the speaker repeats the
invitation by uttering the interrogative sentence as in example (10b).
Some interrogative sentences are used to remind the hearer of duty or an
obligation. One of the meanings of the word “to remind” is to give someone
advice or to warn to make him remember to do something as her/his
obligations. The interrogative sentence (10c) is an example of an interrogative
sentence with the intention of reminding someone to carry out obligations.
Interrogative sentences as in group (10c) above are usually found in public
places as a reminder. The writers or speakers of the reminder who may
represent a particular group of people or institutions are anonymous. The
groups of persons or institutions have to remind the readers to do something
because there is an obligation for the readers to perform or act as stated in the
interrogative sentence.
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C. Commissive Acts
Commissive acts are acts that make the speakers perform actions in the
future, for example promise, offer, threat, etc. Commissive acts which can be
expressed in interrogative sentences include: to invite, to offer help, and to
challenge. The following examples of interrogative sentences demonstrate
each of the sub-functions of the speech acts.
(11) a. Baa kalau manonton randai awak beko malam
‘How about if we watch randai tonight?’ What/How about
watching randai tonight?’
b. Ado nan bisa/paralu ambo tolong?
‘What can I do for you?’
c. Karetangin lai bisa juo dipakai?
‘This bike can still be used or not?’ Can this bike still be used
or not?’
d. Kalau den indak nio mambayie ka manga ang?
‘If I do not want to pay, what will you do?’
Inviting is asking, offering and allowing someone to be involved or to
participate in the activity done by the speaker. The interrogative sentence (11a)
can belong to the group of commissive speech act because the speaker invites
the listener to perform activities together with the speaker. The interrogative
sentence (11b) states an offer. It is usually uttered by someone to offer
assistance to someone else. The interrogative sentence (11c) is spoken to find
out about the condition of something, the feeling or the state of mind of
someone. The function of the interrogative sentence in (11c) is to find out
whether the hearer allows the speaker to do something stated in the
interrogative sentence, in this case, using the bike belonging to the hearer. An
interrogative sentence that serves to express the challenge is an interrogative
sentence spoken to declare a challenge to the hearer, which may be fighting,
playing, competing or facing problems. The interrogative sentence as shown
in (11d) contains a statement that the speaker does not want to pay for
something although it is what he should do.
D. Expressive Acts
Expressive acts are acts which express the speaker’s attitude towards
something, for example an expression of apology, an expression of gratitude,
an expression to greet someone, etc. Minangkabau interrogative sentences can
be used to express the attitude of speakers reflected in a variety of their
psychological conditions such as surprise (shock), doubts, worries,
disappointment, regret, resentment, complaint, and anger. All these words are
within the same domain of vocabulary that states a person's negative attitude
about something. The meanings of the words are interconnected and grade by
quantity and quality. The following examples demonstrate the emotive
function of Minangkabau interrogative sentences.
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(12) a. Sia nan manyangko kalau inyo nan mambunuah bininyo?
Who would have thought that he killed his wife?’
b. Baitu tuh?
‘Is it so? or Is it so, right?’
c. Banyak rangik yo?
‘Many mosquitoes, are they?’ There are many mosquitoes,
aren’t there?
d. Ba’a kok sampai ati kalian mambiaan inyo pulang sorang?
‘How come you guys have the heart to let her go home alone?’
The interrogative sentence (12a) is usually told to express extreme
surprise. The word heran (surprise, astonished) means feeling odd when
seeing or hearing something. The utterance of the question (12a) expresses
some surprised acts committed by a person. The speaker believes that
someone, in this case, a third person, is not likely to kill his wife because in his
view he is a good person and the relationship with his wife is fine. The word
menyangsikan (to doubt) means wavering, hesitant. The interrogative sentence
illustrated in (12b) is spoken to express doubt about the correctness of
description, the truth of the message passed by someone. Almost similar to the
word menyangsikan, in Indonesian, there is the word khawatir that means
afraid of something happen, worried, anxious, about a thing that is not known
with certainty. The interrogative sentence (12c) is spoken by the speaker to
express his concerns over the unpleasant circumstances or events experienced
by the hearer. It is spoken when he sees that the hearer feels uncomfortable due
to being bitten by mosquitoes. Simultaneously, the interrogative sentence is
used to express the speaker’s sympathy for the inconvenience experienced by
the hearer. One of the words expressing a person's mood is the use of the word
kecewa (disappointed). Being disappointed is being unpleasant, or being
unsatisfied due to the wish or hope not fulfilled. Utterance (12d) is an example
of interrogative sentences which express a mood or feeling of disappointment.
This interrogative sentence is spoken to express the speaker’s regret or
disappointment of the actions or attitudes of the hearer or the third party.
According to the speaker, it is not appropriate that the hearer does something
or behaves as stated in the interrogative sentence.
CONCLUSION
Interrogative sentences are uttered with the hope that the hearers will
give a response in the form of verbal utterances. In communication,
interrogative sentences are not only spoken to ask something, but they are also
used to express a variety of things. In the functional view which typically uses
a pragmatic approach, it is believed that when someone utters a sentence,
she/he simultaneously does an act. Speech acts which can be expressed using
Minangkabau interrogative sentences are representative, directive,
commissive, and expressive speech acts. Some interrogative sentences can
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sometimes be incorporated into more than one kind of speech acts. At the same
time, an interrogative sentence can belong to the classes of representative and
expressive speech acts (to refuse and to protest). Interrogative sentences that
serve to express offers (directive) can simultaneously (inherently) also state
the hospitality to show good manners or courtesy which belong to the
expressive class in Searle’s theory of speech acts. Interrogative sentences
spoken to speak indirectly (indirect speech) are useful for maintaining
politeness (reducing violence), and sometimes, on the contrary, they are used
for stating something assertively, rudely and even impolitely. Sentences
function to express a wide range of illocutionary acts essentially have the same
form as the interrogative sentences which are actually used to ask. With the
addition of certain particles or being uttered with a particular intonation and
stress, the information interrogative sentence or yes-no questions can become
rhetorical sentences, and in terms of this, they have double functions which are
communicative and expressive functions.
Interrogative sentences which are spoken not to ask but tend to state an
action are found in oral communication and informal situations. The use of
interrogative sentences to express a wide range of speech acts results in a more
expressive or emotive speech. The use of such language demonstrates that
language does not only serve a communicative function but also serves an
expressive one. The use of interrogative speech to declare those various actions
shows that there is a rethorical feature in the Minangkabau interrogative
sentence. The acquisition of competence to understand and to use the rhetorical
interrogative sentence usually happens naturally because of habit. Children
over twelve years are usually able to utter and understand various forms of
questions for a variety of speech functions. It occurs because they are
accustomed to using the language in context. In the teaching process, it is
necessary to formulate and prepare Minangkabau teaching materials which are
sociolinguistic and pragmatic-based to build and maintain the nation harmony
and integration within the framework of the unity of the Republic of Indonesia.
Therefore, a variety of forms and functions of interrogative sentences in
Minangkabau must be introduced.
REFERENCE
[1]
[2]
[3]
[4]
[5]
Alisjahbana, Sutan Takdir. 1983. Tata Bahasa Baku Bahasa Indonesia.
Jakarta: Dian Rakyat.
Austin, J.L. 1962. How to Do Things with Words. New York: Oxford
University Press.
Brown, Gillian and George Yule. 1983. Discourse Analysis. New York:
Cambridge University Press.
Chomsky, Noam. 2002. Syntax Structure (2 nd Edition). Berlin: Mouton.
Djawanai. Stephanus. 2009. “Telaah Bahasa Telaah Manusia”. Pidato
Pengukuhan Jabatan Guru Besar dalam Ilmu Linguistik pada Fakultas
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[6]
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Ilmu Budaya Universitas Gajah Mada, tidak diterbitkan Fakultas Ilmu
Budaya UGM Yogyakarta.
Djajasudarma T, Fatimah. 1993. Metode Linguistik: Ancangan Metode
Penelitiandan Kajian. Bandung: PT Eresco.
………1999. Penalaran Deduktif Induktif dalam Wacana Bahasa
Indonesia. Bandung: Cakrawala Baru Dunia Buku.
………2003. Analisis Bahasa Sintaksis dan Semantik. Bandung: Uvula.
Fairclough, N. 1992. Discourse and Social Change. Cambridge: Polity
Press.
……….2003. Analysing Discourse . New York: Routledge.
Fokker, A.A. 1979. Pengantar Sintaksis Indonesia. Terjemahan Jonhar.
Jakatra: Pradnya Paramita.
Halim, Amran. 1974. Intonation in Relation to Syntax in Bahasa
Indonesia. Jakarta: Departemen Pendidikan dan Kebudayaan.
Kridalaksana, Harimurti1982. Fungsi Bahasa dan Sikap Bahasa. Ende
Flores: Nusa Indah.
………1985, TataBahasa Deskriptif Bahasa Indonesia: Sintaksis,
Jakatra: Pusat Pembinaan dan Pengembangan Bahasa Departemen
Pendidikan dan Kebudayaan.
Lapoliwa, Hans. 1990. Klausa Pemerlengkap dalam Bahasa Indonesia.
Yogyakarta: Kanisius.
Leech, Geoffrey N. 1983. Principles of Pragmatics. London: Longman.
Lindawati, 2013 “Kalimat Tanya Bahasa Indonesia: Analisis Bentuk dan
Fungsi” (disertasi) Program Pascasarjana Ilmu Linguistik. UGM.
Moeliono, Anton M dan Soenjono Dardjowidjoyo (ed) 1988. Tata
Bahasa Baku Bahasa Indonesia. Jakarta: Balai Pustaka.
Ramlan, M. 1983. Sintaksis. Yogyakarta: UP Karyono.
Samsuri. 1985. Tata Kalimat Bahasa Indonesia. Jakarta: Sastra Hudaya.
Searle, J. 1982. What is a Speech Act. New York: Penguin Books.
Slametmuljana, R.B. 1957. Kaidah Bahasa Indonesia I dan II. Jakarta:
Jambatan.
Sudaryanto. 1988. Metode Linguistik. Yogyakarta: Gadjah Mada
University Prees.
Tarmini, Wini. 2008. “Kata Tanya dalam Konstruksi Interogatif Bahasa
Indonesisa: Kajian Sintaksis dan Semantis” (disertasi) Program
Pascasarjana Ilmu Sastra Universitas Pajajaran Bandung.
Verschueren, J. 1999. Understanding Pragmatics. New York: Oxford
University Press.
Wijana, I Dewa Putu. 1981. “Kalimat Tanya dalam Bahasa Indonesia”
Skripsi S1: Fakultas Sastra dan Kebudayaan.UGM.
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Types and Properties of Verbal Construction Based on
Morphosemantic Analysis Used in Minangkabaunese
Found in Kaba Cindua Mato
M.Wahyudi, Welda Rahmayeni
Linguistics Department, Andalas University, Indonesia,
wahyudim02@gmail.com
Abstract
In the form of language, a verb (V) is the core or the head that tie up another unit like
the subject (S) and object (O) in the syntactic pattern. A verb can be formed of verb
and non-verb. One of some ways forming a verb is done by using affixation which is
a morphological process. Those affixes influence verb semantically in a clause. This
case can be found in an agglutinative language such as Minangkabaunese. In daily
use, Minangkabaunese people used to use V-O-S pattern, but generally,
Minangkabaunese has pattern S-V-O which is equal with Malay and Indonesian.
Therefore, this study is needed to be conducted. The purpose of this study is to identify
and to describe types and properties of verbal in passive, causative and applicative
constructions based on the morphosemantic analysis. The data in this study are basic
clauses that found in the book titled Kaba Cindua Mato. This studybelongs to
descriptive with qualitative approachthat is based on fact and the reality of grammar
(tatabahasa) whichis used by Minangkabaunese people as in their daily life. The
result of this study shows that there are 42 basic clauses. All of the data consist of 21
passive form, 10 causative form and 11 applicative form with a morphological marker
-di for passive, -kan and -i for causative and applicative. Finally, the types of verb
found in this research is action (tindakan) and for the properties of verbs, the addition
of morpheme in the form of affixes which are giving effect toward the grammatical
morpheme meaning on verb like lari and not verb form like ampiar above, can
increase transitivity, except on the verb bao which is surely a transitive verb.
Key Words: Morphosemantic, Types, Properties, Verbal construction,
Minangkabaunese
INTRODUCTION
Language is a system consisting of structures or construction of a regular
and patterned form so that to form an arrangement that has a function and
meaning. Language can be studied in depth at a specific level, one of which is
at the level of clauses and sentences. In the structure of a clause in the S,V,O,
and C framework, the verb serves as a predicate. In construction, the predicate
is the core that has a function as a binder of other elements. Verbs can be
formed from basic verbs and also from non-verb forms such as nouns,
adjectives, numerals, and prepositional phrases through morphological
processes, one of them is affixation. Structure (intact) of basic clauses that have
a verbal predicate called as verbal construction (Jufrizal, 2012: 116). The
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formation of verbal construction is always associated with terms
morphophonemic, morphosyntactic and morphosemantic. However, in this
study, researchers discuss the verbal construction of morphosemantic
parameter by looking the influence of a morpheme (affix) toward semantic
types (kategori), and properties (sifat-perilaku) of it’s verbal.
The types and properties of verbal constructions in this study are seen
from three types of syntactic processes, namely passivization, causativization,
and applicativization based on the morphosemantic analysis. The presence of
affixes determine the types and properties. This study is conducted in
Minangkabaunese which is further abbreviated as BM. As a language that has
an important role in Minangkabau is necessary for observers and researchers
to conduct or examine BM to find and describe the lingual phenomena
contained in the language. According to Van Vallin and Lapolla (1997:3), one
of the main and important purposes in linguistic is the description of linguistic
phenomena. In daily use, BM is a language that puts forward its verbs; it means
that the Minangkabau people use V-O-S structure or system. However,
according to Jufrizal’s observation (2013) of linguistics data at the level of
clauses and sentences of modern BM, writing forms and young speakers, there
is a tendency of this BM patterned is S-V-O. Thus, it is also the basis of this
study.
In BM, the syntactic process has been studied by Jufrizal whose research
results are summarized in The Grammatical Typology of Minangkabaunese:
Morphosynthetic Level and Minangkabaunese Language Grammar:
Description and research of Linguistics typology books (2007; 2012).
However, the study has not examined or studied the category or type and
properties of the BM verbs semantically yet. So the research questions are what
types and properties of the verb in passive, causative and applicative
constructions based on the morphosemantic analysis. Thus, the purpose of this
study is focused on describing the types and properties of verbal constructions
through three syntactic processes as mentioned earlier found in the source of
data is in the form of writing variety (book), namely Kaba Cindua Mato written
by Sy. St. Rajo Endah in 1985. Kaba is one of the traditional literary which
still uses authentic of BM.
This study is expected to give a contribution to the development of
linguistics and linguistic data. This study can be useful documentation for
development of other aspects, especially in the field of micro-linguistics by the
next researchers. Moreover, by using Kaba as a source of data, is expected to
bring a positive impact on linguistic development in the field of other cultural
texts so that traditional literary works can be preserved and inherited by the
young generations of Minangkabaunese.
METHOD
This research was descriptive with the qualitative approach because the
research describes phenomena of languageand there was no data calculating
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here, there was a just description of phenomena naturally occurred based on
accurate data.Data in this study were basic clauses that found in the source of
data that was the book titled Kaba Cindua Mato. In this study, the researcher
has functioned as the main instrument and assisted by some equipment such as
Handphone K4 Note or laptop Asus, books and pen. In technique of collecting,
analyzing and presenting result of data analysis, researcher used theory of
Sudaryanto (1993; 2015), besides, the researcher were also used the
combination of some theories proposed byJufrizal (2012), namely
passivization, causativization and applicativization, Kridalaksana (2010) about
verbal form affixes and Van Vallin and Lapolla’s (1997) which contained verb
types or categories semantically as guiding of analyzing data. Those theories
were used as a means of data analysis so that it found the rules contained in
this language.
RESULTS
This chapter only presents some examples of data and analysis contained
types and characterizations of passive, causative and applicative constructions
based on the morphosemantic analysis. The researchers found and took 42
basic clauses. All of them consist of 21 data of passive with morphological
marker di-, 8 data of causative with a morphological marker -kan and 2 data of
causative with a morphological marker -i. Besides, applicative with a
morphological marker -kan is 6 of data and applicative with a morphological
marker -i is 5 of data.
1. Types and Properties of Verbal in Passive Construction of BM Based
on Morphosemantic Analysis
:.....Kinantan di- bao Medan Labiah........
:.....Kinantan PAS bawa Medan Labiah........
: ...Kinantan dibawa Medan labiah..............
: Medan Labiah mam-bao Kinantan
: Medan Labiah AKU-bawa Kinantan
: Medan Labiah membawa Kinantan
Based on data above, it can be said that this verbal construction is a
passive one. As derivative of an active form (S + Vt + maN- + O), passive form
can be formulated as (S + Vt + di- +- (Agent)). The addition of morpheme dito the verbal so that the active form changes to a passive one. This basic clause
or verbal construction is said to be shaped and has meaning passive because it
is in accordance with the rules of passivization contained in Jufrizal (2012),
that are Kinantan undergoes the process of raising (promotion) into S, but not
as the actor, it becomes the patient or the result of the act or the target of the
deed. Meanwhile, S Medan Labiah goes down (demotion) into the oblige
position which is marked by with or without preposition dek. Thus, morpheme
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di- as morphosemantic (grammatical morpheme meaning) which attaches to a
transitive verb, namely bao, it is known as a deed. Category or verbal
semantically in this clause is compatible with indicator expressed by Van
Vallin and Lapolla (1997), that is action. The indicators are (not static (-static),
not telic (-telic) and not punctual (-punctual)). Furthermore, the properties of
the passive construction based on morphosemantic analysis di- which attaches
to base form or base verbal bao which is transitive so that it needs more
argument, that is an object in active and in passive one, it can be oblique (or
can be wiped). After that, there is a process of S as recipient or patient and
agent is an actor. Verb as the predicate is the core in the structure of the clause,
V in a language with the nominative-accusative system is in after S which has
a role as an argument. V contains inherent meaning inside like to do (action)
(Kridalaksana, 2010).
2. Types and Properties of Verbal in Causative Construction of BM Based
on Morphosemantic Analysis
:..........inyo lari-kan tunangan urang......
:..........3TG lari-KAU tunangan orang....
:......... dia melarikan tunangan orang .........
: inyo manyababkan lari tunangan urang
: 3TG
KAU
lari tunangan orang
: dia menyebabkan tunangan orang lari
The example above shows the process of causative which is done by
Causer. In this verbal construction, morpheme -kan shapes a construction to
be in the form and meaning of causative. It means that there is a deed lari-kan
which is done by S inyo.It also means there is the effect on O tunangan urang.
To prove the clause is causative, it can be tested by using semantic test with
reinforcement technique: crossing (it belongs to paraphrasing technique)
which is proposed by Sudaryanto (2015)that is inyo manyababkan lari
tunangan urang. After that, by the rules of causativization contained in Jufrizal
(2012), the construction marked by -kan produce a productive causative form
in BM. Thus, morpheme -kan as morphosemantic (grammatical morpheme
meaning) which attaches to an intransitive verb, namely lari, it is known as a
deed. Category or verbal semantically in this clause is compatible with
indicator expressed by Van Vallin and Lapolla (1997), that is action. The
indicators are (not static (-static), not telic (-telic) and not punctual (punctual)). Furthermore, the properties of the causative construction based on
morphosemantic analysis -kan which attaches to base form or base verbal lari
which is transitive becomes larikan which is transitive so that it needs or ties
up more arguments, that is an object. So, the form of.....inyo lari.....is an
intransitive clause and after getting affix -kan on predicate (V)becomes inyo
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lari-kan tunangan urang. A basic form which is marked by affix -kan, one of
them can be meant ‘to do’ (Kridalaksana, 2010).
3. Types and Properties of Verbal in Applicative Construction of BM
Based on Morphosemantic Analysis
:......Rajo maampiar
-i
inyo.........
:......Raja menghampir-APL (LOK) 3TG......
:...... Raja mendekati dia .......
: Rajo maampiar ka inyo
: Rajo menghampir APL (LOK) 3TG
: Raja mendekat kepada dia
The data above shows a process of applicative (locative). In this verbal
construction, morpheme -i gives grammatical morpheme meaning
(morphosemantic) that is applicative. It means that there is deed maampiari
which is done by S. After that, in accordance with the rules of applicativization
contained in Jufrizal (2012), applicative (locative) construction is marked by
affix pa-/-i or -i in BM, meanwhile in data found, applicative (locative)
construction can also be seen from combination of affix ma-/-i. To prove the
clause Rajo maampiar-i inyo is applicative, it can be tested by using semantic
test too with reinforcement technique: crossing (it belongs to paraphrasing
technique) which is proposed by Sudaryanto (2015)that is Rajo maampiar ka
inyo. Thus, morpheme -i as morphosemantic (grammatical morpheme
meaning) which attaches to adjective ampiar so that it produces a derivational
verb ampiari it is known as deed semantically. Category or verbal semantically
in this clause is compatible with indicator expressed by Van Vallin and Lapolla
(1997), that is action. The indicators are (not static (-static), not telic (-telic)
and not punctual (-punctual)). So the properties of verb in this applicative
(locative) construction in BM not only marked by pa-/-i or -i, but also a
combination of ma-/-i. Based on the explanation above, affix -i contains a
meaning one of them is ‘locative’ (Kridalaksana, 2010).
DISCUSSION
Based on the result of the research, it can be seen that types and
properties of verbal constructions based on morphosemantic found in passive,
causative and applicative. Semantically, verbal constructions express the
meaning of action, process, event, and situation. In Van Vallin and Lapolla
(1997:92), semantic verb role explained by Vendler (1957) that there are four
types (category) of the verb which are based on aktionsort types (Germany),
Van Vallin and Lapolla categorize verb based on the state of affairs one.
However, those correspond each other.
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Table 1. State of Affair
State of affairs
Van Valin dan Lapolla
Situation (keadaan)
Event (peristiwa)
Process (proses)
Action (tindakan)
Action sort
Vendler
State (keadaan)
Achievement (pencapaian)
Accomplishment (Penyelesaian)
Activity (kegiatan)
Table 2. Types of Verb
No
1
2
3
4
Types of Verb
Situation
Action
Process
Event
Static
+
-
Telic
+
+
Punctual
+
Van Vallin and Lapolla (1997: 93), say that verb classification can be
determined through characteristics as in the table above. There are some
indicators which can be used to test or determine the verb class that is in Van
Vallin and Lapolla, 1997: 94 as follows:
Table 3. Indication of Verb Class
types
Situation
a. Occurs with progressive
no
b. Occurs with adverbs like
no
vigorously, actively, etc
c. Occurs with adverbs like
no
quickly, slowly, etc
d. Occurs with X for an
Yes*
hour, spend an hour Xing
e. Occurs with X in an hour
no
Event
no
no
Process
no
no
Action
yes
yes
no*
yes
yes
no
not
relevant
yes
yes
no*
no
In three of data which are written in the result of the research, the verbs
dibao, larikan and the derivative verb maampiari contain the meaning of
action. It means that those verbs in the clause compatible with characteristics
or indicators above. To test the characteristics, let’s see the short and brief
explanation as follow as, [-static], it can be tested by using a question what
happened? Or what’s happening? The answer is dibao, larikan, and
maampiari. There is an action which is done by an actor that means that occurs
dynamically. Next, [-telic], it can be said that verbs dibao, larikan, and
maampiari lack inherent terminal points. [-punctual], the three verbs involve
temporal duration. For the properties of the verbs, the addition of morpheme
in the form of affixes which are giving effect toward the grammatical
morpheme meaning on verbs like lari and not verb form like ampiar above can
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increase the transitivity, except on the verb bao which is surely the transitive
verb.
CONCLUSION
This research was conducted to know what types and properties of the
verb in passive, causative, and applicative of BM based on the morphosemantic
analysis. Based on the discussion before, this research can be concluded that
tindakan (action) is the type of verb semantically always found. It can be seen
from three of syntactical processes above. Finally, for the next researchers, it
is possible to conduct the same topics but in the different areas. This research
is one of many examples which uses written or document as a source of data
that is Kaba Cindua Mato that contained about Minangkabaunese culture.
REFERENCES
[1] Jufrizal. 2007. Tipologi Gramatikal Bahasa Minangkabau: Tataran
Morfosintaksis. Padang: UNP Press
[2] Jufrizal. 2012. Tatabahasa Bahasa Minangkabau: Deskripsi dan Telaah Tipologi
Linguistik. Padang: UNP Press
[3] Kridalaksana, Harimurti. 2010. Pembentukan Kata dalam Bahasa Indonesia.
Jakarta: PT Gramedia Pustaka Utama
[4] Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa
(Pengantar Penelitian Wahana Kebudayaan Secara Linguistik ).
Yogyakarta: Duta Wacana University Press
[5] Sudaryanto. 2015. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta:
Sanata Dharma University Press
[6] Van Vallin JR, Robert D, Lapolla, R.J. 1997. Syntax: Structure, Meaning, and
Function. Cambridge: Cambridge University Press
AUTHOR’S BIOGRAPHY
M. Wahyudi, S.S. He is a student of the postgraduate linguistic program in
Andalas University since 2015 who is still actively complete his thesis. This is
the first international seminar he attended. He is a figure of a human who is
attracted to the phenomena of language that occurs primarily in the language
around him, that is Minangkabaunese. Thank you.
Welda Rahmayeni, S.S. She is a student of the postgraduate linguistic
program in Andalas University since 2015 who is still actively complete his
thesis.
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Language Change in Compliment Responses Among
The Malay Generation Y
Marlyna Maros
Sustainability of Language Sciences Research Center
Faculty of Social Sciences and Humanities
Universiti Kebangsaan Malaysia, Malaysia
INTRODUCTION
The traditional Malays are Malays who observe traditional values, with
the attitude of indirectness in many of their interactions. In normal daily
interactions, this indirectness is reflected in many ways for the sociopragmatic
reasons of protecting one’s face and as a mark of respect to the other person’s
opinion. They are not used to reveal their real feelings or expressions directly
to the listener or the public, especially in situations that are concerned with the
negative response that they have to imply.
Asmah (1992) and Suraiya (2006) reported that Malay societies normally
are indirect in their communication. Normala (2011) explained that the typical
compliment response in Malay culture is “it must first reject, supported by
reason, and return it via complimenting the speaker instead” (Normala
2011:94). This is supported by Kuang et al. (2011:446) who acknowledged
that “Malays avoid being upfront. Therefore, indirectness helps to mitigate
various aspects of the face threatening acts (FTA) described by Brown and
Levinson (1987).” They followed this rule and are rarely against it since selfpraise would be considered as riak, i.e. purposely showing off, and is viewed
negatively in the Malay culture.
Moreover, “the norm of Malay community is to be modest” (Marlyna
1998:33). Modesty is the value derived from Islamic law, better known in its
Arabic term as the shari’ah. Because Islam is the official religion in this
country, many aspects of lives of the Malays are influenced by shari’ah, such
as in moral conducts and linguistic behaviors. Olayan & Karande (2000) as
cited in Kim et al. (2004:541) explains that “the shari’ah describes the values
that Muslims should hold, including truth, honesty, social and collective
obligations and responsibilities.” Hence, the way of the older generation’s
responses to compliments showed that they adhere to Islamic value and it has
great dominance and influence on Malay language and culture. They remain
humble by not accepting the praises given to them to show their politeness in
every circumstance whether it is formal or informal.
However, what used to be believed as a cultural influence in the
interactions is showing changes in the speech acts produced by the native
speakers of Malay. Empirical evidence from speech acts studies in Malaysia
have shown this. In Marlyna Maros (1998)’s study on compliments and
compliment responses, for example, there was already tendency toward
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responding to compliments not as prescribed by the Malay cultural rules. The
study found that these responses are known as the formulaic “Thank you”
(Wolfson, 1983), reciprocated the compliments that were uttered in English,
hence the conclusion that if the compliments were given in English, the
response tends to also be in English, i.e. the general and safe “Thank you”.
A study by Ummul Khair & Grace (2010) on the act of complimenting
of Malaysians aged from the early twenties to early fifties, found that majority
accepted the compliments, but at the same time, they also shifted the force of
the compliment to evade self-praise. Normala (2011) study also revealed that
the subjects of her study which are the major English students “…have begun
to increasingly adopt the Western ways of responding to compliments, i.e.,
accepting and appreciating, than to maintain the Eastern style of rejecting and
denying” (Normala 2011:10).
The studies by Normala (2011), Ummul Khair & Grace (2010), and
Marlyna Maros (1998) indicate that there is a change in the way Malays are
responding to compliments. With the exponential development of digital
devices over the millennium, there is a need to investigate compliment
responses in computer-mediated communication (CMC) because growing up
in the age of cyber technologies; Generation Y is becoming more and more
dependent on CMC for their networking and almost all of their daily tasks. A
scientific investigation would show the current categories, patterns and
influence of language use in compliment responses among the Malay gen-y
community through the medium of communication that they use very
frequently, i.e., the facebook.
THEORETICAL FRAMEWORK
The framework is largely based on Brown and Levinson's Politeness
Theory that consists of three major concepts; Face, Face-threatening acts
(FTAs), and Politeness strategies. They are best summarized as the following:
Face – is the public self-image of a person that everyone wants to claim
for himself/herself. It is presented in two forms - Positive face, which is the
interlocuters’ claim to a consistent positive self-image and the need to be
accepted plus approved by their group members; and Negative face, which is
the need to have freedom of action and not to be imposed on by others.
FTAs are acts that inherently damage the positive or negative face of the
addressee or the speaker by acting against to the wants and desires of the other.
Factors in determining the weight of FTA include Power, Distance, and
Ranking of the imposition. The assumption according to the theory is, the
greater the threat, the more politeness is required towards the other person.
Politeness strategies consist of five types of strategies:
1. Bald on-record politeness: being straightforward, usually used by people
with close social distance.
2. Positive politeness: oriented towards the addressee’s positive face needs.
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3. Negative politeness: usually used between two people who are socially
distant.
4. Off-record strategy: also known as indirect strategy, used when the risk of
face loss is great.
5. Don’t do the FTA: avoidance strategy – do not do the FTA, keep silent.
METHOD
The research made use of text-based computer-mediated discourses
which consist of asynchronous and synchronous communication and semistructured interviews via E-mail. Since E-mail is characterized as an
asynchronous communication tool, it allows the participants sufficient
convenience and time to give their reliable feedbacks. The following is the
research flowchart:
Diagram 1: Research Flowchart
The respondents were from the age group of 13 to 31 years old, from
different parts of Malaysia. The age range was based on the definition of the
United Nations Joint Staff Pension Fund (2011) which stated that “the
generation Y, born between 1981 and 2000…” (United Nations Joint Staff
Pension Fund 2011:6). The rationale for choosing Generation Y in this
research is that they are technology-oriented people and they are spending
much time to communicate and socialize online. Hamisah (2011:1-2)
described them as “the most updated and informative as well as attentioncraving, hence, their obsession with social media and the latest gadgets... In
reality, Gen-Yers are some of the most social of all generation groups.”
Framework For Analysis
The samples were analyzed based on the categorical framework
established by Chen (2010) and Holmes (1986). The data were first arranged
and coded according to three main strategies which are; i. Accepting, ii.
Rejecting, and iii. Deflecting/Evading. Each strategy has further 16 subdivided strategies, and the classifications are shown in Table 3.2. This study
adapted Chen’s (2010) classification of compliment responses despite other
taxonomies because it is similar with the original taxonomy proposed by
Holmes (1988). The categories were most suitable to the data because of its
clear and comprehensive coverage. The analytical framework that is
established by Chen (2010) used for analysis is summarized as the following:
Table 1: Chen’s (2010) framework of analysis
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Accepting
Agreeing, Thanking,
Expressing gladness,
Returning,
Encouraging, A-explaining,
Agreement token (Holmes
1988)
Deflecting/Evading
Offering, Using humor,
Seeking confirmation,
Doubting, Deflecting,
D-explaining
Rejecting
Rejecting, Denigrating,
Expressing embarrassment,
R-explaining
FINDINGS AND ANALYSIS
Types of strategies and frequencies of compliment responses:
Table 2: Types of strategies of compliment responses
STRATEGIES
FREQUENCY
PERCENTAGE (%)
Accepting
Deflecting/Evading
Rejecting
Multiple-strategies
TOTAL
142
15
11
32
200
71.0
7.5
5.5
16.0
100.0
The four main strategies were further refined into sub-strategies. The list and
respective responses are summarized in table 3 below.
Table 3 Sub-strategies of compliment responses
SUB-STRATEGIES
ACCEPTING
Agreeing
Thanking
Expressing gladness
Returning
Encouraging
A-explaining
Agreement token
DEFLECTING/EVADING
Offering
Using humor
Seeking confirmation
Doubting
Deflecting
D-explaining
REJECTING
Rejecting
Denigrating
Expressing embarrassment
R-explaining
MULTIPLE-STRATEGIES
TOTAL
FREQUENCY
PERCENTAGE (%)
7
122
1
6
1
1
4
3.5
61.0
0.5
3.0
0.5
0.5
2.0
1
3
1
3
1
6
0.5
1.5
0.5
1.5
0.5
3.0
5
3
1
2
32
200
2.5
1.5
0.5
1.0
16.0
100.0
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The following discussion focusses on the most and least occurring responses
which are Accepting and Rejecting.
Accepting
The result reveals that the compliment recipients preferred to give brief
positive responses without a further note on the complimented item. The
responses were simple enough that they appeared mostly in abbreviations, for
instance, ‘tengs’ and ‘tq’ representing ‘thank you’ in English, and ‘maceh’ or
‘trimas’ to represent ‘terima kasih’ in Malay.
The frequent appearance of thanking among gen-y Malay supports
Politeness Theory on the use of positive politeness strategies as a way of
achieving mutual harmony with their addressee. It is undoubted that saying
‘thank you’ is a very familiar response among the Western society; indeed, it
has turned out to be a part of their norms of communication. It is verified by
numerous studies such as Holmes (1986), Herbert (1989), and Wolfson (1983).
As a result, it can be assumed that Malays who replied to compliments by
saying ‘thank you’ were those who have internalized the values of the Western
culture.
Rejecting
Rejecting sub-strategy constitutes the smallest group of compliment
responses which is 2.5% out of the 200 responses. This sub-category shows
that the refusal occurred mainly because there was a mismatched between the
complimenter’s appraisals with the recipient’s perception on the complimented
item. It also shows that a few of Malay’s Generation Y still maintain the Malay
socio-cultural norms when responding to compliments.
The Effect Of Compliment Language On Compliment Response
The distribution and frequency of various compliment response
strategies according to different compliment languages, namely Malay,
English or combination of both languages are illustrated in Tables 4 and 5.
Table 4 Compliment responses strategies according to languages of compliment
STRATEGIES
Accepting
Deflecting/Evading
Rejecting
Multiple-strategies
TOTAL (N=200)
MALAY
F
%
78
69.6
10
8.9
7
6.3
17
15.2
112
100.0
ENGLISH
F
%
30
85.7
0
0.0
1
2.9
4
11.4
35
100.0
268
MIXED LANGUAGES
F
%
34
64.2
5
9.4
3
5.7
11
20.7
53
100.0
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Universitas Andalas, August 24, 2017
Table 5 Sub-strategies of responses according to compliment languages
STRATEGIES
ACCEPTING
Agreeing
Thanking
Expressing gladness
Returning
Encouraging
A-explaining
Agreement token
DEFLECTING/EVADING
Offering
Using humor
Seeking confirmation
Doubting
Deflecting
D-explaining
REJECTING
Rejecting
Denigrating
Expressing embarrassment
R-explaining
MULTIPLESTRATEGIES
TOTAL (N=200)
MALAY
ENGLISH
F
%
F
%
6
67
0
1
0
1
3
5.3
59.8
0
0.9
0
0.9
2.7
0
27
1
1
0
0
1
0
77.1
2.9
2.9
0
0
2.9
1
28
0
4
1
0
0
1.9
52.8
0
7.6
1.9
0
0
0
3
1
1
1
4
0
2.7
0.9
0.9
0.9
3.6
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
2
0
2
1.9
0
0
3.8
0
3.8
2
2
1
2
1.8
1.8
0.9
1.8
15.2
1
0
0
0
2.9
0
0
0
11.4
2
1
0
0
3.8
1.9
0
0
20.7
17
112
100.1
4
35
100.1
MIXED
LANGUAGES
F
%
11
53
100.1
When responding to compliments from different types of languages,
again, Accepting was the most common response. Even though Gen-Y
demonstrated a greater variety of acceptance patterns, Table 11 shows that
within the Accepting main strategy, Thanking which characterized by the use
of the gratitude expression, was the most preferred at sub-strategy level and it
was more accepted when the compliment was in English (77.1%), followed by
Malay (59.8%) and mixed languages (52.8%).
The majority of the respondents tended to express their gratitude in
English indicating their comfort in using the language for that purpose. English
is also instrumental as a way of returning positive politeness to the
complimenter since accepting compliments in the Malay language could be
interpreted as arrogant and proud in the Malay culture.
CONCLUSION
The patterns of responses showed that compliments were responded by
gratitudes in many ways, such as ‘thanks,' ‘tq,' ‘thanx,' ‘makaseh’, and ‘time
kaseh. This kind of compliment response is an upcoming and new
sociopragmatic phenomenon in the Malay culture. As the prominent
sociolinguist, Asmah (1992) stressed, that the traditional Malays used to
refuse, neutralize or downplay the praises; saying ‘thank you’ is regarded as a
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very common response among the English native speakers. The findings in
this research suggest that the Generation Y could have been influenced by the
Western culture in responding to compliments. The second most common
responses was the combination of two or more strategies, where the speakers
not only preferred to employ the combination of Accepting strategies, but they
also tend to combine the Malay and Western values in responding to the
compliments by using the combination of Accepting and Rejecting strategies.
The medium or language of the compliment did not influence the
responses since a big percentage of the respondents tend to thank the
complimenters whether the compliment was in Malay, English or both
languages, i.e., code-switching. It should be noted that code switching
happened in most of the compliment exchanges. Almost all the speakers
switched to ‘thank you’, instead of saying ‘terima kasih’ regardless of the
matrix language used and this trend is significantly relevant with “the qualities
of directness and neutrality in English are appealing as it allowed speakers to
express their innermost feelings” (Lee Su Kim et al, 2010:7). The findings
show that the Malays are inclined to convey their appreciation in English as
accepting compliments linguistically is very uncommon in the traditional
Malay culture. It is because the acceptance might imply an attitude of
arrogance and pride, however; expressing gratitude in English could avoid
misinterpretation, and they will not be viewed as being snobbish at the same
time. Therefore, code switching from Malay to English is seen as the easiest
and spontaneous way to express their feelings and real intentions.
Findings in this study will contribute to the richer understanding of the
relationship between language, culture, and communication. The character of
a typical Malaysian is derived from family and societal values which mostly
comply with the needs and codes of behavior imposed by its community (Asma
& Galagher 1995). However, their sociopragmatic strategies have shown some
changes throughout the last decade or so possibly due to the changing needs in
education and expedited by technology in communication. McClard &
Anderson asserted that “as technology mediates more and more of our daily
social exchanges, the forms of our interaction change” (2008:12).
Furthermore, this research will be significant in promoting effective
communication in Malay society. It is hoped that the findings could overcome
the possible misinterpretation in communication between the Malays who
adopt the norms from other cultures and the Malays who adhere to the
traditional values in their interaction. It is because, in the context of gen-y in
multicultural Malaysia, there is a strong possibility for linguistic and cultural
transfer in the speakers’ use of English or any languages that are foreign in the
country. Indeed, there is a cultural belief that puts forward the idea of learning
another language will change “an individual’s way of thinking, religious belief,
the rule of decorum etcetera” (Asmah 1992:120).
Last but not least, this study will also be beneficial to English and Malay
language teachers at all levels of education when it comes to understanding the
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Universitas Andalas, August 24, 2017
students’ multiple linguistic identities. By identifying changes in their
compliment responses behavior, the teachers may need to revise the content of
the syllabuses and implement the content which is more culturally and
technologically challenging. This learning session can help enhance the
younger generation’s world view and level of language and cultural
competence in English and Malay. As said by Teo (2001:370), “…the
compliment behavior of Malay society requires the knowledge of a special
sociogrammar.” They will be more comfortable and confident to communicate
with people who have different cultural views because they know how to select
the appropriate responses according to the interactional context.
REFERENCES
[1]
[2]
[3]
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[7]
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[11]
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Asmah Omar. 1992. The linguistic scenery in Malaysia. Kuala Lumpur:
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Asma Abdullah & Gallagher, E.L. 1995. Managing with cultural differences.
Malaysian Management Review 30(2): 1-18.
Azman, A. 1986. Malaysian students’ compliment responses. Victoria
University of Wellington.
Brown, P. & Levinson, S.C. 1987. Politeness: Some Universals in Language
Usage. Cambridge: Cambridge University Press.
Chen, R. 1993. Responding to compliments: A contrastive study of politeness
strategies between American English and Chinese speakers. Journal of
Pragmatics (20): 49-75.
Chen, R. & Yang, D. 2010. Responding to compliments in Chinese: Has it
changed? Journal of Pragmatics 42: 1951-1963.
Hamisah Hamid. 2011. Making way for Gen Y. Business Times, 30 May:
http://www/btimes.com.my/Current_News/BTIMES/articles/29GENY/Artic
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Herbert, R.K. 1989. The ethnography of English compliment and compliment
responses: A contrastive sketch. In Oleksy, J. (ed.). Contrastive Pragmatics,
pg. 3-36. Amsterdam: John Benjamins Publishing Company.
Holmes, J. 1988. Paying compliments: A Sex-preferential Positive Politeness
Strategy. Journal of Pragmatics, 12:445-465.
Holmes, J. 1986. Compliments and compliment responses in New Zealand
English. Anthropological Linguistics 28: 485-508.
Jusuf Ibrahim & Riyanto, T.J. 2000. A Sociolinguistic study of compliment
responses among Americans and Indonesians and its implications for teaching
English. Kata 2(1): 21-30.
Kamisah Ariffin & Misyana Susanti Husin. 2011. Code-switching and codemixing of English and Bahasa Malaysia in content-based classrooms:
Frequency and attitudes. The Linguistics Journal 5(1): 220-247.
Kim, S.F., David, S., Waller, B. & Bilecik, Z.E. 2004. The influence of
religion on attitudes towards the advertising of controversial products.
European Journal of Marketing 38: 537-555.
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[14] Kuang, C.H., Wong, N.L., & David, M.K. 2011. Communicating
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11:442-462.
[15] Lailawati Salleh. 2005. Communication competence: A Malaysian
perspective. Human Communication 11(3): 303-312.
[16] Lee, S.K., Lee, K. S., Wong, F.F. & Azizah Ya’acob. 2010. The English
language and its impact on identities of multilingual Malaysian
undergraduates. GEMA Online Journal of Language Studies 10(1): 87-101.
[17] Marlyna Maros. 1998. A sociolinguistics window to cultural change. Bangi:
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[18] McClard, A. & Anderson, K. 2008. Focus on Facebook: Who are we
anyway? Anthropology News 49, April 9:12.
[19] Normala Othman. 2011. Pragmatic and cultural considerations of compliment
responses among Malaysian-Malay speakers. Asiatic 5(1): 86-103.
[20] Olayan, F. & Karande, K. 2000. A content analysis of magazine
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Advertising 29(3): 69-82.
[21] Suraiya Mohd Ali. 2006. The use of English in translating Japanese texts by
undergraduates at a Malaysian university. In Azirah Hashim & Norizah
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[22] Teo Kok Seong. 2001. The acquisition of Malay as a second language: A case
of the essentiality of culture learning. In Adams K.L. & Hudak, T.J. (eds.).
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[23] Ummul Khair Ahmad & Grace, K.M.A. 2010. The act of complimenting in
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[25] Wolfson, N. 1983. An empirically based analysis of complimenting in
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NOTE: The writer would like to thank Siti Hajar for her invaluable assistance in the
data search and categorization.
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Expressive Complaints of Toy Traders in Solok City
Park: Sociopragmatic Review
Meksi Rahma Nesti 1, Nidia Eka Putri Apriyus 2, Armita Sari 3
Linguistics Andalas University, Padang,
1
meksirahma@gmail.com
2
ekaputrinidia @ gmail.com
3
armitasari99 @ gmail.com
Abstract
This article contains an analysis of toy merchants speech act in Park City Solok.
Speeches that serve as the focus of research are the speeches that show an expressive
form of speech complaints greeting complaints. In addition to expressive
complaints, Analysis is also done to find the factors which led to the emergence of
expressive greeting complaints. The metodes used in the study are an observational
method and conversational method. The observational method is uuused along with
recording technique and the advanced technic called non participant technique and
recording technic. The conversational method is used along with trigger thechnique
and the advanced techniques., then recording technic and note technique. In
analyzing data metode padan being used. Metode padan that used is a referential
method and translational. The results showed there were twelve data representing
lingual speech acts expressing speech complaints in toy traders in Taman Kota
Solok. Expressive speech acts such complaints mostly indicated by the word, 'tapi,'
'sayang,' 'kecewa,' 'susah,' 'padahal,' and 'lah’ particle, and negative sentences
characterized by the use of the word 'ndak.' Factors that affect the appearance of
expressive speech complaints in the speech of toyman in Solok State Parks can be
categorized into two main factors; they are economic factors
and environmental factors.
Keywords - Expressive, complaint, merchants, speech
INTRODUCTION
Pragmatic recognised three kinds of actions manifested by
speakers. The three types of action known as locution speech acts, illocution,
and perlokusi. From the three kinds of the speech acts, illocutionary speech
acts can be considered as the core of the speech. It is because the illocutionary
speech act not only says something but do something. The illocutionary force
has thrown by the meaning of utterances. That is, how a narrative
has the purpose, function, or the power of speech is concerned, and what the
speech was done? Thus, words such as " Aduh, di sini panas ya. "Uttered by
the speaker, not solely intended to inform the opponent at the time that word
is spoken, but speakers intent is the opponents perform certain actions related
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to the speech. For example, from the sentence above the opponents expect to
turn on the fan or open the window (See also Lyons, 1995: 247).
Neither the pragmatic study nor sosiopragmatik, Rahardi (2002: 17)
states that the ilokusi is the most studied. Illocutionary speech acts are further
grouped by Searle (1969) on five kinds, namely (1) assertive, (2) directive, (3)
expressive, (4) commissive, and (5) the declaration. From the five kinds of
grouping of the act of illocution, in this article, the researcher focuses on
analyzing expressive speech acts. Yule (2006: 93) defines expressive speech
acts as speech acts that express something that is felt by the speaker. The act
of speech reflects psychological statements and can be a statement of joy,
difficulty, joy, hate, pleasure, or misery.
In this article researchers look at expressive speech acts that serve as a
complaint. In KBBI (2008), a complaint has the meaning of phrases out
because of hard feelings, suffering from something heavy, pain,
disappointment, and so on. In essence, man is a creature who is never satisfied
with what he has. Of this nature, it will be possible for humans to complain
about the life they live. Complaints arising from the discrepancy between
expectations and the facts and disappointments that are present due to
environmental treatment.
Selection of this topics is also underlying the fact that complaining is one
of the actions that are often encountered in everyday interaction. Both
complain to superiors, peers, parents, and others, not least for toy traders who
every day is trying to earn a living in the area Park City Solok. The social
environment in Park City traders are mixed up with Solok market make the
frequency of occurrencies of complaints will be even greater, especially due to
competition among traders that will increase. Thus, the more complaints that
arise due to dissatisfaction with the expectations. With the consideration as has
been elaborated, research on expressive speech acts in the form of speech
complaints become a topic that is interesting enough to be appointed as
research and should be analyzed regarding the form of speech that represents
it, and the factors that cause its emergence in the subject of research.
The achievement of this article is to see what expressive acts of speech
acts are spoken by toy traders in Solok City Park area and what factors are
behind the emergence of expressive speech complaints. This study is expected
to provide the contribution in sosiopragmatik studies, particularly in assessing
the expressive speech acts with complaints function.
METHOD
At the stage of providing data, metode simak and metode cakap
expressed by Sudaryanto(1993: 133) used. The base techic used in the metode
simak is tapping technique. For its advanced techinc, researchers used a simak
libat cakap technique (SLC) and recording technique. Furthermore, metode
cakap, the basic techniques are teknik pancing which is realized by fishing a
person to speak so that substitutions still take place spontaneously and directly
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(Sudaryanto, 1993: 137). The advanced techniques are teknik cakap semuka,
rekam, and catat.
In the stage of data analysis, researchers use metode padan. The method
used is referential and translational equivalent method. The basic technique of
the method used in this research is teknik Pilah Unsur Penentu
(PUP). The advanced method used is teknik hubung bading. After comparing
the data that has been obtained, the advanced technique called teknik Hubung
banding membedakan is used (HBB). The comparation look for differences
in the form of expressive speech, as a result, several types of forms of
expressive speech have been found.
RESULTS
Based on the result of data analysist, there are two things can be
concluded, both of them are the answer to the problem which has been
described previously. Conclusions obtained from the results of the analysis,
namely:
1. The form of expressive speech acts of complaints contained in the speech
of toy traders in Taman Kota Solok mostly indicated by words but
(tapi), unfortunately (sayang), disappointed (kecewa), sad
(susah), whereas (padahal) that used to contradicting something, the
particles - lah, as well as negative sentence characterized by the use of
words ndak.
2. Factors that influence the emergence of expressive speech complaints in
the speech of toys traders in Solok City Park can be categorized into two
main factors namely economic factors and environmental
factors. Economic factors that affect speech are seen when
speech Speakers directed at their economic conditions at the time. Like
questions that ask about the business conditions they are in and how their
daily income from selling toys. Environmental factors deemed to affect
the appearance of expressive speech relating to the business environment
toyman.
DISCUSSION
Here are described some data that show expressive complaints by the toy
traders in Solok City Park area. The context of the speech is spoken by traders
selling toys at Solok City Park.
Data 1
Kalau ado urang pangaleh, tu ndak bisa parkir, nyo dek sakuliliang lo.
'If there are people selling, so we can not park because people are selling
around.'
The data above is a form of expressive complaint utterance. This
instruction is delivered by traders who sell in Solok City Park area. In this case,
traders complain of policy about the changes in the parking lot of a place
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selling rice Ampera. Expressive complaints that arise due to the feeling of
disappointed from informants. Informants regretted because if there are people
who park in the area it will increase the possibility of people stopped by in park.
Data 2
Kalau lain hari di pasa pagi. Ndak lo ba urang di siko do.
'If it's another day in the morning market. No one is here. '
Seen from the data above, the expressive speech complaints are
noted. Expressive speech complaint was marked by the lingual
aspect "ndak lo" which shows his disappointment. Informan shows her
feelings that they were not happy because few visitors and buyers are coming
in the city park. Thus, buying and selling activities do not increase as expected.
Data 3
Kalau kini ko lapeh makan se nyo.
' Nowadays the income is only enough to eat. '
From these data, expressive speech complaint marked "lapeh makan se
nyo" which shows his disappointment. That is if the income is just enough to
eat, so other needs will not be met. Traders complained that the intensity of
selling toy in the region is not big enough so that they are less well in economic
matters.
Data 4
Susah mambawok anak dan nasi (barang bawaan) karano bajalan jauh.
‘hard to carry children and rice (and other belongings) because of the
way off.’
From the utterance above, it seems traders said complaints
expressive speech. The merchant complaints submitted caused by a
considerable distance toward the parking lot of Solok City Park involving to
reduced the visitors to Park City for that reason. It leads visitors deserted and
unsold merchandise.
Data 5
Kalau malam minggu, rami. Hari lain, ndak lai.
'If it's a busy Sunday night. Another day, not crowded. '
The above lines are classified into expressive expressions with a function
of showing complaints. The complaint is due to feelings of disappointment
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from the merchants because of the visitors around the crowded only in holidays
then in the other day they do not find the visitors crowded so that the buyers
will automaticly decrease.
Data 6
Lah lamo, aturan duo tahun bukak nak, lah ruginyo.
'It's been a long time; it should be two years open, it's a loss, small.'
Based on the above data, it can be seen the existence of expressive speech
complaint. Complaints on the speech marked by the phrase sudah rugi spoken
by the informant. Informants responded to the state of the newly built market
building by the government. Many of the stalls in the market buildings were
closed and deserted. The informant complained about the size of the room from
each store that very small. The stores are one of the facilities of the market
building provided by the government. Because the store is narrow, the result
is no maximal activities to conduct a sale and purchase. With the condition of
a small and narrow store that does not provide space for prospective buyers to
look at the merchandise. Thus, many of the traders choose not to sell there.
Factors Affecting Expressive Sentences At Toy Shopper in Solok City
Park
In communication, of course, there are supporting factors or ways of
speaking that contain ideas of communication events for the occurrence of such
communication. According to Sumarsono (2014: 313), speech ordinance
contains the idea of communication events in the guyup contains patterns of
speech activities, so that one's communicative competence includes knowledge
of the pattern. It refers to the relationship between speech events, speech acts,
and styles, on the one hand, with one's ability and role, context and institutions,
and trust, values, and attitudes. Therefore, communication that runs in the
community can not be separated from social factors. The factors that influence
the speech events at toy traders in Solok City Park, as follows.
Economic Factors
Economic factors affect the lives of toy traders in Solok City Park. It is because
with economic conditions, and income is not by what is issued. The economic life of
toy merchants that only enough for daily meals and the expenditure of primary needs
alone, causing toy traders in Solok City Park complained about his fate, as well as
government policies that change the layout of parking around the city park. Since the
change of car park layout as well as other vehicles, the income of toy merchants has
declined, visitors are also few. It is due to, the visitors will be the distance to the park
from the park.
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In the past, if the parking lot of the vehicle is still around the park, the income
of this toy trader is bigger than now. Because everyone who wants to shop in the
market will play or just sit in the park to rest. In contrast to nowadays, since the change
of market layout the traders' incomes have declined. Therefore, traders complain
about it. So they issued expressive speech complaints to researchers.
Environmental factor
Environmental factors also affect the lives of the merchants. The complaints
spoken by traders about the environment they are selling toys is less conducive to
attract visitors. The policy on parking governance around the changing parks causes
traders to feel disappointed so that expressive complaints appear.
CONCLUSION
Based on the above analysis it can be observed that the expressive speech
that serves to indicate the complaints realized because of their feeling of
disappointment or angrness from the speakers. The speaker is dissatisfied with
a situation, thus showing his feelings with negative emotions. As for the causes
of ocuurances in complaints utterances are economic and environmental
factors.
REFERENCES
[1] Departemen Pendidikan Nasional. 2008. Kamus Besar Bahasa Indonesia
Edisi Keempat. Jakarta: PT Gramedia Pustaka Utama.
[2] Lyons, John. 1995. Linguistic Semantics. USA: Cambridge University
Press.
[3] Rahardi, Kunjana. 2009. Sosiopragmatik. Jakarta: Erlangga.
[4] Searle. 1969. Speech Acts An Essay in the Philosophy of Language. New
York: Cambridge University.
[5] Sudaryanto. 1993. Metode dan Aneka Teknik
Analisis Bahasa.
Yogyakarta: Wacana University Press.
[6] Sumarsono. 2014. Sosiolinguistik. Yogyakarta: Pustaka Pelajar.
[7] Yule, George. 2006. Pragmatik. Diterjemahkan oleh: Indah Fajar
Wahyuni dan Rombe Mustajab. Yogyakarta: Pustaka Pelajar.
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Translation of Terms Related To Islam Religion in
Laskar Pelangi into Japanese Novel, Niji No
Shoonentachi
Mike Nurjana1 and Sonnya Heliantina Dewi2
1
Japanese Area Studies, University of Indonesia, Indonesia, qe2_qincai@yahoo.com
Japanese Literature, Pakuan University, Indonesia, sonnyaheliantina@yahoo.com
2
Abstract
Laskar Pelangi by Andrea Hirata is a story about culture and community in Belitong
Island. The aim of this study is to clarify how the Islamic terms in the source language
(SL) are expressed in Japanese as the target language (TL). We study about the
equivalence of the Islamic terms in the target text (TT) between the source text (ST),
Niji no Shoonentachi, paying attention to the translation strategies used by the
Japanese translator.
Keywords: literary translation, Islamic terms, equivalence, translation strategies.
INTRODUCTION
Novel “Laskar Pelangi”, written by Andrea Hirata, tells ten Malay
children who attended Muhammadiyah primary school, in the Island of
Belitong. Most of the story consists of their school life, told by a hero, namely
Ikal, one of the children. The teachers in that school teach the values of
Muhammadiyah custom, fiqh, faith, Islamic history, and so on. Therefore,
readers of the novel will easily find the terms related to the Islam religion.
These terms related to the Islam religion are cultural words. Cultural
words are very easy to detect since they are associated with the religious
specific contents, and are not usually be translated literally because they can
change the original meaning of the words (Newmark 1988, 95).
Cultural words reflect the local color of the language and culture of a
community as well. Newmark (1988, 95) categorized the cultural words into
five types. (1) Ecology, such as animals, plants, geological condition. (2)
Material culture, consisting of food, clothes, residence, and traditional
transportation. (3) Social culture, such as occupation and entertainment types.
(4) Organization, tradition, activities, customs, concepts. (5) Gestures and
custom.
This research aims to clarify how the equivalence of meaning is
produced between the Islam-related terms and Japanese language through
describing the translation-work technique. In the study, we only conduct with
the terms of material category because it eases the data searching. As we know,
translating is to reveal the source language (SL) message with the closest
equivalent of the target language (TL) (Nida dan Taber 1974, 12). In literary
translation, Landers (2001, 49) said that a literature text translator must be able
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to bring a psychological effect and emotion of ST to the TT readers. In other
words, a literature text translating is a creative and reproductive effort that aims
to produce an equivalent, aesthetic effect between TT and ST.
We chose “Laskar Pelangi” as the ST because it had won literature
awards several times, and the content reflects the Belitong Malay culture well.
METHOD
We are using two novels, the original version of Laskar Pelangi by
Andrea Hirata and the Japanese-translated version, Niji no Shoonentachi,
which was translated by Kato Hiroaki and Fukutake Shintaro. We applied the
descriptive, comparative methods to this research and collected data by reading
the ST and TT. After reading, we sorted words of Islamic terms in ST and
compared the translation of the TT novel.
We also analyzed the translation strategies used by translators. Data is
recorded on the data cards. Afterwards, we analyzed the translation strategy
for the Islam-religion terms. We applied the theory of Newmark (1988), and
Baker (2011) to find the translation strategys for the Islam-religion terms.
Furthermore, we analyzed the equivalence of the translation in the ST by
applying the theory of Koller (Munday 2001, 47). We also referred to the
theory of Nida and Taber (1974, 24), who divided the concepts of equivalence
into two, one is the dynamic equivalence, and another is the formal
equivalence. In this research, we are trying the verification of the dynamic
equivalence concerning to the translation, that is, we would clarify what degree
TT readers can appreciate the massage of ST, as ST readers do.
RESULT
We chose seven words related to Islam religion, mainly the material
category, which are clothes, building, and equipment. We confirmed the literal
meaning of those words with the ‘Kamus Besar Bahasa Indonesia.'
Tabel 3.1 Data of terms related to the material category of Islam
No
ST
TT
Translation Strategies
数珠 (367)
Juzu
(17)
Beeru
(19)
Beeru
Literal
Majalah syiar Islam
(279)
イ
ム 権威
(228)
isuramu no ken-i-shi
Literal
Pesantren (486 [2x])
プサン
ン (397)
Pusantoren
Couplet: Naturalization
of Indonesian-Japanese
with additional
explanation
1.
Biji-biji tasbih (448)
2.
Jilbab (2),(6),(123)
3.
Kerudung (9)
4.
5.
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Naturalization:
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6.
Sajadah (171), (99)
礼拝用
ッ
(139)
reihaiyou no kaapetto
Descriptive
7.
Talmud (482)
級 (393)
Garibaa kyuu
Culture substitution
DISCUSSION
From the table, we can see that the translator used some strategies to
translate the terms related to the Islam religion to TT. Here we would like to
make a concrete investigation of each strategy for the seven dates above.
Biji-biji tasbih is rosary beads that are used to count prayers in the
worship to Allah. This instrument is used by several types of religious
followers. Japanese themselves are also familiar with juzu ‘Buddhist rosary
beads,' especially the Buddhists are. The translator was using literal strategy
because this material has already known in Japan, even though not perfectly
the same one with biji-biji tasbih, the TT readers can imagine it, beads to count
that is used in praying as the ST readers understand it.
Jilbab means a wide veil used by Muslim women to cover their heads
and necks, down to the chest (KBBI online, 11:24). In Japan, it is rare for
women to use this kind of clothing, so the word jilbab is translated with the
naturalization strategy from English, that is
/beeru ‘veil’.
Naturalization usually adapts a word of SL into pronunciation and morphology
of TL. Naturalization in the beeru case by the translator comes from English,
namely veil. In Japan, veil usually is associated with fabric that is used by
women commonly. However, the context of the story leads the TT readers to
understand that the intended veil is a covering cloth used by Muslim women.
Moreover, the word kerudung, which is also translated as beeru ‘veil’.
Veil means a covering cloth on the head of women. Although in Indonesia the
definition of jilbab and kerudung is different, the translator still translates with
the same word, beeru. It is a naturalization from English. Such translation is
influenced by English use, which has only one equivalent word for the
kerudung. Although in the ST jilbab and kerudung is equalized, the TT readers
can still understand and build an image that this kind of fabric is used as a head
cover and used by Muslim women.
The word majalah syiar Islam is translated to イ
ム 権威
/isuramu no ken-i-shi, that means ‘an authoritative Islamic magazine.' The
translator used literal strategy here, that replaces majalah syiar Islam, a phrase
in ST with isuramu no ken-i-shi, a commentary phrase of TL whose meaning
is almost equivalent to the ST phrase.
This strategy is used so that the TT readers understand the intention of
ST writer, who wants to present and introduce to the TT readers that there
exists a magazine that is regarded as majalah syiar Islam in Indonesia.
In the table, there is also the word pesantren ‘a boarding house for
santri/religious-student to learn the reading and studying Koran and so on.'
This word is translated into Japanese using naturalization strategy from the
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Indonesian, namely プサン
/pusantoren. This strategy was chosen
because there is no equivalence word in the Japanese language. Besides the
naturalized word プサン
ン, the translator gave an additional explanation:
寄宿生 イ
ム学校/kishukusei no isuramu gakkou ‘Islamic school for
dormitory students.' This explanation is given so that the TT readers will
understand the meaning of the word together with the culture of the SL
community.
The word sajadah comes from the Arabic language, that is a mat used
for praying on it. Since the Islamic followers are very little in Japan, there are
rare Japanese who understand the meaning of this word. So the translator uses
descriptive strategy, with a phrase, 礼拝用
ッ /reihaiyou no
kaapetto ‘a carpet which is used for praying.' The descriptive strategy seems
effective when TT readers have a similar tool that will bring the close image
to the readers. In this sajadah case, the aim of the translator is almost achieved.
The last is Talmud, the Jewish sacred book. The translator equalizes
Talmud with
級/garibaa kyuu. Actually, Garibaa is a hero’s name
of famous fiction work, who takes an adventure in dwarfs’ kingdom. Garibaa
kyuu means here ‘very large.' The translator seems to use the word because the
book is famous among TT readers and it can easily associate with the meaning
above. We, however, would say that such the way of translation is not so
equivalent. That book is not a sacred book, as what is intended by the ST writer.
He tried to imply by Talmud that the firm in the ST had been so dominant that
could be regarded as the sacred scripture. We would suggest that the translator
should have applied, for instance, the couplet strategy: naturalization with an
additional explanation so that the TT readers can appreciate the sacred nuance
in it.
From the data analysis, the translator uses five types of translation
strategy to translate the terms related to the Islam religion into the Japanese
language. The literal strategy is used twice, the naturalization twice, couplet
strategy once, and descriptive strategy and culture equivalence one time each.
The translator uses naturalization and literal strategy relatively often. We
consider that it is because there is such a cultural difference between SL and
TL that the same term is not found in each of them. Naturalization strategy
intends to make ST’s words equivalent to TT’s words. We would consider that
not all those strategy can deliver message and impression which a ST writer
intended, to the TT readers, as we took up the use of the word garibaa kyuu to
translate Talmud.
CONCLUSION
The terms related to the Islam religion is common in Indonesian
culture. It is reflected in a number of terms used in Laskar Pelangi. These terms
then are translated by applying five types of translation strategy to Japanese.
Translation strategy helps the translator answer the translating problems in the
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culture word category such as Islam-related terms in ST. As the result of it, TT
readers can appreciate the message and impression in ST as the ST writer
expressed. Based on the analysis, we consider that the translator has succeeded
in bringing ST message to TT readers in many cases.
There is a possibility to develop the research concerning Laskar
Pelangi. It can be explored since this novel is rich in cultural content with the
use of some loan words and absorbed words from the foreign language and
ethnic language.
REFERENCES
[1] Baker, Mona. 2011. In Other Words: A Coursebook on Translation.
London: Routledge.
[2] Hirata, Andrea. 2011. Laskar Pelangi. Yogyakarta: Bentang.
[3] Hirata, Andrea. 2011. Niji no Shoonentachi. Trans. Kato, Hiroaki and
Fukutake Shintaro. 2013. Tokyo: Sunmark.
[4] Kamus Besar Bahasa Indonesia (KBBI) Daring (Diakses 16 Juli 2017)
[5] Munday, Jeremy. 2001. Introducing Translation studies: Theories and
Applications. London: Routledge.
[6] Newmark, Peter. 1988. A Textbook of Translation. New York: Prentice
Hall.
[7] Nida, Eugene A., Charles A. Taber. 1969. The Theory and Practice of
Translation. Leiden: United Bible Societies.
AUTHOR BIOGRAPHY
Mike Nurjana is a graduate of the Japanese Literature of the Cultural Science
Faculty, Andalas University, Padang of 2013. In 2014, she continued the
Master Program in Japanese Area Studies, University of Indonesia and was
graduated in 2017. Recently, she is actively researching translation studies.
Sonnya Heliantina Dewi is a lecturer in Japanese cultures and linguistics at
Pakuan University, Bogor, Indonesia. She did her master degree at the
Japanese Area Studies, School of Global Strategic Studies at the University of
Indonesia. She is concentrating over the last five years on language studies,
especially the translation studies and child’s language acquisition.
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Improving Students’ Achievement in Writing
Narrative Paragraph Through Statement, Extension,
Elaboration (SEE) Method
Misdiana
Faculty of languages and arts, State University of Medan, Indonesia,
misdianadee29@gmail.com
Abstract
This study deals with the Improvement of Students’ Achievement in Writing narrative
paragraph through Statement, Extension, Elaboration (SEE) Method.This study
conducted by using an action research was all classes of the second year of SMA AlHidayah Medan,the sample of this research just one class namely XII IPA 1,the
number of this class was 30 students, the research was conducted in two cycles, every
cycle consisted of three meetings.To collect the data, the instruments were used
quantitative data (writing test)and qualitative data( diary notes and interview).Based
on the writing test score, the mean of students in the first meeting was 58.1,in the
second meeting the mean was 61.8, in the third meeting the mean of was 66.8, in the
fourth meeting the mean was 71.4,in the fifth meeting the mean of students was 75.4,
in the sixth meeting the mean was 77.8 and at the last meeting the mean was 80.5.
Based on diary notes and interview it showed that the expression and excitement of
the students also got the improvement, it was found that teaching narrative writing by
using SEE could improve students’ narrative writing.It suggested that the English
teacher apply SEE Method as one alternative in teaching narrative writing.
Keywords: Narrative, improvement, English writing, paragraph coherence and SEE
method
INTRODUCTION
The main objective of learning writing to the English Education
department is student expected to write an academic essay. To achieve this, the
students should be able to write correctly and use appropriate words in his/her
written task correctly and continuously because writing is a process of putting
thought an ideas in words into a sequence of words combined into sentences,
in the form of paragraph that every sentence is related one another semantically
( Mc. Celland: 2003 )
Knowledge of writing refers to the vocabulary, grammar, language
function, content, and context. Where a good writing must be supported by the
element of a good paragraph, they are unity, completeness, and
coherence.Oshima and Ann ( 1981:5) stated: writing is not easy for students
because in writing the students have to master the vocabulary, spelling,
grammar function, appropriate cintents words selections, appropriate to
audience reader’s topic and discussion. It means that before students can write
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well and able to major wriitng skills it is the way found thiking of the idea,
organizing and developing the idea and polishing structures sentences in
writing a paragraph.
Narrative is a pattern of thought, consist of the act of following a
sequence of action or events in time ( Kate, 1987) where a good narrative topic
sentences indicate that a paragraph relates a personal experiences of some
important or relevance, it is clear that narrative is away of paragraph by
presenting the ideas and facts in chornological order and the sequence of time
which is the events happened.
However in reality students, narrative writing achievement in English
writing is still low.The students got difficult to write a paragraph, they did not
have any idea for writing, the students did not know what they want to write,
and they do not become interested in writing. Also when students asked to
write a narrative paragraph, they wrote everything without a focus on
coherence, sometimes there was two or more topic sentence that was found in
one paragraph.
Therefore, in improving students writing narrative achievement.
Statement, Extension, Elaboration (SEE) method will be used, which is begun
each paragraph with a statement that conveys the main idea then extend that
idea by restating of explaining the first sentence after that elaborate the
expalnation or restatement by providing supporting examples facts and details,
it means Statement, Extension, and Elaboration (SEE ) method consider as a
technique for shedding more light subject. By integrating this SEE method, the
studentscan constructed their idea correctly and based on personal experience
in writing a narrative paragraph.
Based on the background and the objective of the study, the research
problem is formulated as follows :
Does the using of Statement, Extension, Elaboration (SEE) method
signficantly improves the students’ narrative writing achievement?
METHOD
This research is conducted by using classroom action research. It was
conducted by 30 students at SMA AL-HIDAYAH Medan; there were be four
parallel classes of second year students totaling 160 students, one class was
randomly selected by using cluster sampling namely XI IPA 1 was chosen as
a sample. The research procedures followed the cyclonic process of planning,
action, Observation, and Reflection. This process was preceded by the
preliminary study to identify the problem of the students’ narrative writing
achievement in English writing. In quantitative data used writing test as an
instrument, the students tested by asking them to write a narrative writing, then
in scoring used five components of scoring writing namely content,
organization, vocabulary, language use and mechanics proposed by Jacob
(2002:118). In qualitative data, the writer used interview sheet and diary note.
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It was used to identify what would happen in classroom and diary note was
used to record events narratively.
RESULT
After analyzing the quantitative and qualitative data, the result of this
study shows that in a preliminary study, the research finding had proved that
Statement, Extension, Elaboration (SEE) method could improve students’
narrative writing. It can be seen from the mean score is 58.1. in the second
meeting was 68.1, in the third meeting was 66.8, in the fourth meeting was
71.4, in the fifth meeting was 77.8 and in the last meeting was 80.5.
This improvement not only happened in the mean of the score’s students
but also in the percentage of students who got the point 75, the percentage
improved from 10% in the first meeting as the pre-test and 90% in the seventh
meeting.
As the scores and percentage above the expression and excitement of the
students also showed the improvement, it could be seen from the interview
sheet and diary notes, step by step most of the students were active and
enthusiast during the learning process.
Table 1. : The percentage of the students’ narrative writing skill
No Test
Members
Percentage
1
First meeting
3
10%
2
Second meeting
5
16%
3
Third meeting
8
26%
4
Fouth meeting
11
36%
5
Fifth meeting
17
56%
6
Sixth meeting
22
73%
7
Seventh meeting
27
90%
Table 2 : The percentage of the students’ narrative wriitng skill
No Interval class
Frequency
Percentage Figures
1
30-35
3
10%
Good
2
25-29
7
23%
Good
3
20-24
10
33%
Very well
4
15-19
7
23%
Good
5
10-14
3
10%
Similar
6
30-35
3
10%
Similar
7
25-29
7
23%
Good
DISCUSSION
The statement, Extension, Elaboration (SEE) method could improve
students’ narrative writing, quantitatively and qualitatively since in the process
of learning writing, where the research was conducted in two cycles which
involved three meeting in each cylce. Eventhough the scores of the students’
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improved in the first cycle, the writer conducted the second cycle to see another
improvement of the students. The second cycle was conducted based on the
problem that was found in the first cycle, because the students still lack
understanding, generic structure and linguistic feature of narrative writing, so
another treatment was given by remaining them about generic structure and
linguistic feature by guiding them to brainstorm the topic that will be discuss
and then teacher asked them to find the words that have been selected that
related to the topic discussion and then explain them to put statement,
extension and elaboration, when they began to write their writing. It was
expected that by Understand the statement, extension and elaboration the
students can be able to write their paragraph focused only one main idea each
paragraph and if their writing coherent, they could expand it and deligent to
open their dictionaries to find the new words that related to what their write
before.
CONCLUSION
The main purpose of this research was to investigate how the SEE
method can improve the students’ narrative writing achievement. The finding
shows that the SEE method can improve the student's narrative achievement in
english writing, Quantitively the students score increased from the first
meeting until the last meeting, it showed by mean of students in the first
meeting was 58.1 until the last meeting 80.5. From the data, it can be concluded
that teaching narrative writing by using statement, extension and elaboration
(SEE) method increases students’ achievement in narrative writing.
It was also found out that the students got the easier steps in good
narrative writing, easy to understand, having good motivation, better interest,
preventing not coming late, didn’t have difficulties to write a narrative writing
coherently also more aware of writing.
Based on the conclusion, the researcher recommends the use of
Statement, Extension and Elaboration ( SEE) method to improve narrative
writing achievement in English writing and do further study/research on using
to large number of subjects and also to the other skills
REFERENCES
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Carrol, Joyce Amstrong, et all. 2001. Writing and grammar:
communication in action.
Prentice hall, new jersey
Chaplen, frank. 1970. Paragraph writing: oxford university press.
London
Gerot, linda and peter wignell. 1994. Making sense of functional
grammar. Gerd stabler. Sidney
Heaton,l and wignell 1988. Writing English Language Test. London:
Longman
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Hammer, jeremy 2004. How to teach writing. Longman. England
Hopkins, d. 1993. A Teacher’s Guide To Classroom Research (2 nded).
Open University Press : Buckmingham
Hartoyo,
Indra.2008.
Translation
II:
Theories
Applied.
Medan.unpublished
Kemmis,s and r. Mettagort. 1998. The Action Research Planner: Third
Edition Geeolong :
Deakin University
Kiefer, Kate 1983. Making Writing Work. United states of america: mc
graw- hill
Langan, Jhon 1988. College English Skill With Writing
(Ed.3.Rd).Mcgrawhill New York
Mc. Celland,ld and Marcote, P.H 2003, Writing Matters: Introduction
To Writing And Grammar. New York: The. Mc Graw-Hill Companies
Mc.Issac,d.1995 An Introduction to Action Research in
http;//www.phy.edu/danmac/actionrch.html(22/03/1998)
Nunan,David. 1999.Second Language Teaching And Learning. Heinle
And Heinle New York
Pardiono.2007.Pasti Bisa!Teaching Genre- Based Writing: Metode
Mengajar Writing
Berbasis Genre Secara Effective. Andi Press.
Yogyakarta
Oshima, A And Hoghun A. 1998. Introduction to Academic Writing:
New York : Addison Wesley Publishing Company Inc
Sharples, Mike, 1999. How To Write. Routlenge.London And Newyork
Wallace, Michael. 1998. Action Research for Language Teachers.
United Kingdom:
Cambridge University
M Reid, Joy. 1993. Teaching ESL Writing. Prentice Hall Regent. US
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on june 19,2009
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76doteachelaboration-4th-grade.html.accessed on july 7,2009
AUTHOR’S BIOGRAPHY
Misdiana, born in Medan, September 29th1984, parents were Hasballah Paloh
and Daizah Marhaban. Studied in UNIMED, worked as a teacher in Hikmatul
fadhillah school.address : Jl Denai gg. giat no.5 Medan. studied in English
Applied Linguistic program
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Emergent Scales in the 2017 Jakarta Gubernatorial
Election
Moniek J. van Rheenen
Linguistic Anthropology, University of Michigan, United States of America
moniekvr@umich.edu
Abstract
In a cycle of chaotic national elections across the globe that have seen the rise of farright politics, conversations about the gubernatorial elections in Jakarta, Indonesia,
might have felt distant to foreigners. Nevertheless, accusations of blasphemy and libel
leveled against the incumbent Christian-Chinese governor by hardline Islamic groups
launched the Jakarta election into the focal point of the international news media.
This, in turn, conflated the event into a climatic turning point for the face of
Indonesian democracy, in which religious and ethnic tolerance of minorities and
freedom of speech are at stake. In this paper, amid the scores of media resources that
comment, report, criticize, applaud, support, condemn, and rationalize the case in
national newspapers, international news outlets, and locally televised programs, I
analyze semiotic processes of political Facebook posts shared by residents of
Pekanbaru, Indonesia, about the Jakarta election to explore the emergence of scales
and scale-making (Lempert & Carr 2016) from the circulation of discourse in social
media as a means for producing shared feeling and experience on a magnitude
greater than just face-to-face interaction of a group socially situated in a particular
time and space. I utilize traditional and current methods in linguistic anthropology
as a means of understanding the mass mediation of these imagined communities that
span from Java to Sumatra, in which social media acts as the modal for social change
in regards to Indonesian liberal democracy, Islamic conservatism, and religious
pluralism.
Keywords – erasure, iconization, indexicality, Peircean semiotics, recursivity, scalemaking, social media
INTRODUCTION
The downfall of the New Order regime in Indonesia in 1998 and the
beginning of the Reformasi period saw the influx of political reforms
delivering freedom of expression, consolidation of the roles of political parties,
and the right to vote in open and transparent elections (Arianty 2016). This
period has been simultaneously marked by the proliferation of Islamic piety in
popular culture; this piety, in turn, becomes politicized as national identity
(Subjianto 2011). The question of the contemporary Islamization of Indonesia
is indeed an immense one—in this paper, I seek to contribute to the ongoing
conversation of piety in Indonesian politics through an analysis of multilevel
discourse surrounding the polemical events of the 2017 gubernatorial elections
in Jakarta. The following account consolidates evidence from scores of online
news articles, video broadcasts, and social media posts generated beyond the
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boundaries of the Indonesian capital to trace Ahok’s trajectory from outright
favorite to metaphorical martyrdom in what the Jakarta Post has called “the
dirtiest, most polarizing, and most divisive [election] the nation has ever seen.”
The office of Governor of Jakarta is exceptionally prestigious, most
notably for its notoriety as a stepping-stone to the presidency, as demonstrated
by current president Joko Widodo (commonly referred to as “Jokowi” by his
constituents) in 2014. As Jokowi’s running mate in the 2012 gubernatorial
election, Basuki Tjahaja Purnama, known familiarly as Ahok, was inaugurated
as Governor of Jakarta in 2014 after Jokowi assumed the presidency. Ahok, a
Christian man of Chinese descent, represents two minority populations in the
majority Muslim-Javanese capital and ran as the incumbent in the 2017
gubernatorial elections against two Muslim opponents. On September 27,
2016, while on the campaign trail, Ahok addressed residents and officials at
Kepulauan Seribu about the government’s commitment to a program of
corporatizing the grouper fish farming industry for the benefit of local
fishermen and merchants and promoting a better transportation infrastructure
meant for commerce, tourism, and ease of travel between Jakarta and the
outlying atolls. During his speech, Ahok briefly referenced the Al-Mai’dah
5:51 verse from the Qur’an, which states: “O you who have believed, do not
take the Jews and the Christians as allies. They are [in fact] allies of one
another. And whoever is an ally to them among you—then indeed, he is [one]
of them. Indeed, Allah guides not the wrongdoing people” (Sahih International
translation). The verse has been a popular refrain especially among the hardline
vigilante group Islam Defenders Front (FPI), who vehemently protested
Ahok’s initial ascension into the governorship. In an official transcript, Ahok
referred to the verse without direct citation, stating in an official government
video recording of the event that voters should not be persuaded by religious
leaders who use the verse to justify the claim that Muslims should not be led
by non-Muslims.
Shortly after, an edited video of the speech circulated virally on social
media with several key omissions, framing the speech as a condemnation of
the Al-Maid’ah verse itself, and not its interpretation. In the runup to the
February 2017 election, Islamic conservatives staged three massive protests
rallying for Ahok’s ouster. Under pressure from hardliner groups and FPI, the
Jokowi administration brought Ahok to trial in December for charges of
blasphemy under Indonesia’s strict 1965 blasphemy law, a remnant of the
authoritarian Suharto regime. On February 15, 2017, Ahok still received 43%
of the votes, while challengers Anies Baswedan and Agus Harimurti
Yudhoyono received 40% and 17%, respectively. Under the Indonesian
constitution, if no candidate secures an outright majority of the votes, a runoff
election is held between the top two candidates. During the runoff election on
April 19, 2017, Ahok surrendered the governorship to Baswedan by a 16%
margin. The following month, Ahok was unexpectedly sentenced to two years’
imprisonment for violating the blasphemy law under Article 156(a) of the
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Criminal Code, a stringent conviction condemned by the international media
and human rights groups as a democratic setback and compromise of
Indonesian values.
Bracketing an extended analysis of what marked the particular speech
event as blasphemous (see Keane 2007 and Asad 2009 for a thorough
discussion of intentionality in religious action and speech), this paper puts into
conversation the following questions: first, how did an account of blasphemy
(and secondarily, of libel) shape the social outcomes of what was predicted to
be a ‘standard’ electoral procedure in the Special Capital Region of Jakarta?
Second—and perhaps more importantly—how might both the election and trial
results shape the face of Indonesia locally, nationally, and internationally,
especially concerning liberal democracy, Islamic conservativism, religious
pluralism, and a commitment to ‘Unity in Diversity?’
To approach these questions, I turn to a framework of social formations
in the flow of discourse to point to a case in which the speech event is not
merely a catalyst that sets a whole consequential series of events into linear
motion. Instead, I thematize the emergence of multidimensional scales—
geographic, temporal, consequential, and social—as a means of better
understanding the grander implications of intersecting, embedded, continuous,
and interdiscursive relationships between these events. In a modern world of
mediascapes and ideoscapes in global cultural flows (Appadurai 1990), it is
even more imperative to question our own analytical and interpretive scales
about those made and used by the actors whom we observe.
METHODS
In this study, the researcher collected a dozen public Facebook posts
shared by residents of Pekanbaru, Riau, Indonesia, in the two weeks preceding
the runoff elections. These posts, primarily in ‘meme’ format, represented
content implicitly or explicitly related to the political race in Jakarta and for
the most part expressed anti-Ahok sentiments. The specific Facebook post
considered in this paper was publicly shared on April 8, 2017, by an ethnic
Malay and Muslim resident of Pekanbaru, with few social ties to Jakarta.
Following Lempert and Carr’s (2016) recontextualization of scales as
emergent rather than always-already phenomena existing out in the world, the
researcher employed traditional Peircean semiotic theory—with a particular
focus on indexicality—and further conceptualizations of iconization,
recursivity, and erasure as additional semiotic processes (Irvine & Gal 2000;
Gal 2016) to demonstrate how scale-making and scale-using, when framed as
semiotic processes, are productive for understanding how scalar metrics of
physical space, geography, and temporality emerge in the reverberation of a
supposedly self-contained political event through the circulation of discourse
on social media networks as a means for producing shared feeling and
experience on a magnitude greater than just face-to-face interaction of a group
socially situated in a particular time and space.
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RESULT
Figures 1. Political Facebook post publicly shared by a Malay Muslim resident of
Pekanbaru on April 8 2017. Translation provided by the author.
DISCUSSION
Figure 1 above pairs the original Facebook post with a translation of the
text into English. Following traditional semiotic theory, here I employ Peirce’s
second trichotomy of object-sign relations: iconic, indexical, and symbolic.
The iconic ground refers to the object “merely by characters of its own, and
which it possesses,” namely by the principle of resemblance. The indexical
ground refers to the object “by being affected by that object,” by the principle
of contiguity. The symbolic ground, as both a product and means of
conventionality, refers to the object “by law, usually an association of general
ideas,” namely by the principle of arbitrariness. (1955, 102-103). Although the
text overlay does not make any reference to religion, the words are essentially
a substitution of the rhetoric surrounding Al-Mai’dah 51, only this time with
the racialized logic that ‘Indigenous people cannot be ruled by the Chinese.’
Similarly, the woman in the background is iconic of pious Islamic femininity
displayed by the length of her hijab and modest dress. The word for indigenous,
“pribumi,” is ordinarily taken to be derogatory; here, instead of being selfdeprecating, it is a means of both separation and inclusion of an imagined ‘us
versus them’ and ‘here versus there.’ While the rest of text is in standard
Bahasa Indonesia, two lexical items, goblog (“ignorant”) and bego (“stupid”),
originate from Bahasa Sunda and can thus be indexically linked to Baswedan,
the only Sundanese candidate in the race. Finally, the three raised fingers,
superimposed by the Hindu-Arabic numeral 3, are also indices of Baswedan,
who was Candidate 3 in the race, as well as a common propagandist symbol
appropriated by his supporters.
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What compels a Muslim woman 1,400 kilometers away from Jakarta,
who will never be ruled by the new governor, to post implicit propaganda
online, when most of her social interactions, online or otherwise, do not bring
her into contact with anyone in need of persuasion? Here I turn to a look at the
additional semiotic processes at play. Irvine and Gal (2000) define the process
of iconization as “the transformation of the sign relationship between linguistic
features (or varieties) and the social images with which they are linked,” in
which these features that index social groups or activities appear to be iconic
representations of them (37). In this case, the Sundanese lexical items “goblog”
and “bego” are perhaps no longer solely linguistic indices of a particular ethnic
group associated with a particular political candidate, but instead form merely
a single part of the code-mixing phenomenon familiar to Indonesians who live
in multiethnic and multilingual cosmopolities, such as Pekanbaru and Jakarta.
Extrapolating beyond purely linguistic features and into the broader realm of
semiotic ideologies (Keane 2007), the background image of the woman itself
demonstrates a certain genericity in her appearance and attire that makes it
impossible to pinpoint her as Javanese or Malay, Sundanese or Minangkabau.
She is the ideological face of millions of Muslim women who make their
homes in cities across the archipelago, somewhere in-between the 1,400
kilometers that separate Pekanbaru and Jakarta. This genericization follows
part and parcel of Irvine and Gal’s explanation of erasure as the semiotic
process which “renders some persons or activities invisible” due to
inconsistencies with the ideological scheme; the ideology here being the
urbane, logical Muslim who explicitly embraces her nationalist pride and
ethnicity while implicitly defending the dogma of her faith (38).
In this totalizing vision, it is easy to generalize the broader cultural
categories implicated in the case. The same oppositions—Muslim pribumi
versus Christian Chinese—while certainly forming part of the subtext of
quotidian social life in Pekanbaru, could very well play out differently during
a hypothetical election in the capital of the province of Riau, or even with
different individual candidates lacking Baswedan’s ties to Jokowi’s 2014
presidential opponent, Prabowo Subianto, or Ahok’s infamously abrasive
demeanor. Nevertheless, the erasure of specificities linking the election to a
particular place and a particular time (neither candidate is named explicitly,
nor is the election itself directly referenced) makes room for racist and
extremist rhetoric to recursively reproduce itself on a wider range of scales,
from villages of West Kalimantan to the Maluku Islands to the
northwesternmost tip of Aceh in what the international media has recently
declared to be an alleged war on tolerance.
As is hopefully evident from the above semiotic analysis, the participants
and events surrounding the Jakarta election cannot simply be slotted into fixed
binary categories of Islam versus Christianity, secularism versus
fundamentalism, freedom of speech versus blasphemy. Writing against Talal
Asad’s (2009) homologous, internally cohesive notion of Islam, the case of
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religion in the blasphemy trial is a tricky one. Some Muslim voters adamantly
support Ahok and his programs, though at a certain personal and social risk.
Rather than searching for an epistemological high ground in which scale can
be pinned down and subdued by a superordinate form of analysis, Lempert and
Carr remind us that “the study of scale requires an openness, a pragmatic
sensibility that allows us to track and narrate, rather than capture and catalogue,
the many ways that social life is scaled” (2016, 20-1). Indeed, a plethora of
scaleable variables emerges out of the fluid semiotic processes involved in the
case. Temporal recursivity, for instance, entails both an indexical “reaching
back” to 2007 and 2014, when FPI first began leveling Al-Mai’dah 51 as an
attack against Ahok’s governability, and a “reaching forward” to the 2019
presidential election, in which pundits project that Jokowi will face considerate
resistance from FPI, despite his neutrality when his political ally came under
fire (Goffman 1983; Gal 2016)
One also cannot understate the way in which the metrics of physical
space and geography are scaled both upwards and downwards, from assembly
meeting rooms on seemingly negligible islets to the streets of a nation’s capital
to cutting across oceans with the rise of populism. Linguistic anthropologist
Debra Spitulnik (1996) reverts to Benedict Anderson’s (1983) claim that mass
communication is a precondition for the construction of community in largescale societies. This mass mediation of communities that are “large, shifting,
and intangible” (Spitulnik 161) is precisely the mechanism by which these
imagined communities are formed. The extraction, recycling, and reanimation
(i.e. decontextualization) of socially-circulated media discourse is recontextualized in a way that is compelling not to the Jakarta resident faced with
a weighty political decision, but to the Pekanbaru resident concerned more so
with the production of shared feelings and experience of belonging and
solidarity on a greater scale: of being Muslim, Indonesian, Chinese, Christian,
etc., and the implications of being identified or governed as such, whatever
those implications may be.
Similarly, Bauman (2016) defetishizes co-presence “with an eye toward
extending [one’s] reach beyond the interaction order” (26) Mass media, as a
communicative technology, appears as a vehicle of “intimate interpersonal
contact” (44). It is true that the social reach of one’s political opinions extends
far beyond Jakarta, but the very act of “sharing” a post—of coming across a
compelling image on Facebook and re-posting it one’s page—establishes a
meaningful connection, whether imagined or not, that prevents the social reach
from being rendered a mere abstraction. In this sense, the scalar projects of
communities, social formations, and the flow of discourse do not necessarily
start from a particular bounded social or linguistic unit, but in instances like
this can be considered as a project of personnel: Who is implicated? How, why,
and to what extent? What is the effect on those who are involved in or
knowledgeable of the event? What restraints are there for role inhabitance,
whether in utterances or speech events? This type of methodological approach
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to scales as emergent from an analysis is productive when considering the
consequences of what would otherwise be written off as internal
inconsistencies of a social category, rather than the natural ebb-and-flow of
social life.
CONCLUSION
In this paper, I used the linguistic and social intricacies of the 2017
Jakarta gubernatorial race and simultaneous blasphemy trial as the narrative
basis for analysis in line with divergent scales of social implications and
consequences, especially those concerning communication vis-à-vis
technologies of mass media. In my discussion of the semiotic processes at play
within a single public political post shared on social media, I drew upon the
contemporaneous theoretical shift in linguistic anthropology to recognize
scales not as pre-existing, ready-made, strictly-bounded categories—things
that were and are and will be—but instead as socially positioned activities that
are interactionally situated—that is to say, constantly being done, made and
remade (Gal 2016). Rather than unquestionably taking the researchers’
positionality as the triumphant perspective for capturing and cataloguing
boundaries and scales, future research on the social implications of a particular
speech act must heed the reminder that communicative practices of any kind—
whether linguistic or more broadly semiotic in nature—always contribute to
scaling, in which it is the participants who “do” scale through the invocation,
reproduction, and contestation of scalar models nascent in social interaction,
community formation, and ideological schematization.
REFERENCES
[1] Afrianty, Dina. “Islam and politics: Indonesia’s identity crisis.” Al Jazeera,
November 22, 2016. Accessed March 19, 2017.
http://www.aljazeera.com/indepth/opinion /2016/11/islam-politics-indonesiaidentity-crisis-161121082414557.html
[2] Anderson, Benedict. 2016. Imagined Communities: Reflections on the Origin
and Spread of Nationalism. London: Verso.
[3] Appadurai, Arjun. 1990. “Disjuncture and Difference in the Global Cultural
Economy.” Public Culture 2(2): 1-24.
[4] Asad, Talal, Wendy Brown, Judith Butler, and Saba Mahmood. 2013. Is Critique
Secular? Blasphemy, Injury, and Free Speech. New York: Fordham University
Press.
[5] Bauman, Richard. 2016. “Projecting Presence: Aura and Oratory in William
Jennings
[6] Bryan’s Presidential Races.” In Scale: Discourse and Dimensions of Social Life,
25-51. Oakland: University of California Press.
[7] Carr, E. Summerson, and Michael Lempert. 2016. Scale: Discourse and
Dimensions of Social Life. Oakland: University of California Press.
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[8] Fenwick, Stuart. 2017. Blasphemy, Islam, and the State: Pluralism and
Liberalism in Indonesia. New York: Routledge.
[9] Gal, Susan. 2016. “Scale-Making: Comparison and Perspective as Ideological
Projects.” In Scale: Discourse and Dimensions of Social Life, 91-111. Oakland:
University of California Press.
[10] Irvine, Judith, and Susan Gal. 2000. “Language Ideology and Linguistic
Differentiation.” In Regimes of Language. Sante Fe: School of American
Research Press.
[11] Keane, Webb. 2007. Christian Moderns: Freedom and Fetish in the Mission
Encounter. Berkeley: University of California Press.
[12] ————. 2009. “Freedom and Blasphemy: On Indonesian Press Bans and
Danish Cartoons.” Public Culture 21 (1): 47-76.
[13] Spitulnik, Debra. 1996. “The social circulation of media discourse and the
mediation of communities.” Journal of Linguistic Anthropology 6(2): 161-187.
[14] Subijanto, Rianne. 2011. “The visibility of a pious public.” Inter-Asia Cultural
Studies 12 (2): 240-23.
[15] Tamney, Joseph B. 1974. “Church-State Relations in Christianity and Islam.”
Review of Religious Research 16 (1): 10-18.
AUTHOR’S BIOGRAPHY
Moniek J. van Rheenen is a current linguistic anthropology Ph.D. student in the
Department of Anthropology at the University of Michigan in Ann Arbor, Michigan,
United States. Moniek received her B.A. with highest honors (summa cum laude) from
Cornell University in Ithaca, New York, in 2014 with a dual degree in English
literature and Spanish language and literature. From 2014-2015 she was granted a
Fulbright English Teaching Assistantship at SMAN 8 Pekanbaru in Pekanbaru,
Indonesia, from the American Indonesian Exchange Foundation (AMINEF). Moniek
subsequently taught advanced Spanish at Oakland Catholic High School in Pittsburgh,
Pennsylvania, during the 2015-2016 academic year. Moniek has presented recent
work at the 2nd Studia Islamika International Conference in Jakarta, Indonesia, the
Northern Illinois University Southeast Asia Student Conference in DeKalb, Illinois,
and the University of Washington Southeast Asian Center Graduate Student
Conference in Seattle, Washington. She is a member of the Phi Beta Kappa Honor
Society and a two-time recipient of the Foreign Language and Area Studies
Fellowship for Bahasa Indonesia from the U.S. Department of Education during the
2016-2017 and 2017-2018 academic years. Moniek was also granted the AIFISCAORC Fellowship from the American Institute for Indonesian Studies for the 20172018 research period. Her current research interests include migration, youth
linguistic practices, national and local identity, language ideology, language contact
and multilingualism, Islamization, and semiotics.
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AFFIX <ter-> in Indonesian: A Language Description
Muhammad Yusdi
Faculty of Humanities UNAND, Padang, Indonesia
muhammad_yusdi@yahoo.co.id
Abstract
The <ter-> affix is one of productive grammatical form in Indonesian and never does
it transitivize the word to which it affixes. Moreover, if it is affixed transitive verb, it
decreases the transitivity into intransitive one. Distributionally, the affix <ter-> might
be bound to three different categories. As far as it is observed, and written by many
linguists, the <ter-> affix can be distributed to 1. Verb + <ter->, 2. Adjective + <ter>, and Noun + <ter-). Grammatically, the meaning of <ter-> affixed to verb either
intransitive or transitive is ergative in which the subject is patient or experiencer in
terms of grammatical relation of the semantic role, and when it is affixed to adjective,
it brings about superlative, and the last, as it is affixed to noun, if signifies location.
Keywords: affix; bound form; subject; ergative; patient; and experiencer
INTRODUCTION
From distributional view point, the constituent ter- may be affixed to to
three different word classes namely verb + ter-; adjective + ter-; and noun +
ter-. Since the affix ter- is distributable to more than one category, thus, I try
to discuss it one after another which in this respect will start from the teraffixed to the verb followed by meaning and function constituted by the
formation of the three stems + ter- . Of course, it will bring about more than
one meaning, and such a case chiefly as it is affixed. Such a case will be treated
under super-ordinate and sub-ordinate meanings.
Distributively, the possible ter- whose distribution is various is of three
allomorphs. The first thing to do is to register verbs, adjectives, and nouns to
which ter- affixed that can represent or belong to the group whose meaning is
the same as it is easy to analyze.
DISCUSSION
Form
1. Affix ter- may be affixed to both intransitive and transitive affixes, e.g:
a. Ali ter- tidur.
ali ERG sleep
‘Ali fell asleep.’
b. Ali ter- himpit.
ali ERG got impeded
‘Ali got impeded.’
2. Affix ter- may be affixed to adjective, e.g:
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a. a Rumah Ali yang ter- dekat dari sini.
house ali REL SUP near from here
It is Ali’s nearest from here.
b. Ali mahasiswa ter- muda di kampus kami.
ali student SUP young in campus our
‘Ali is the youngest student in our campus.
3. Affix ter- may also be affixed to certain nouns meaning that it is affixed
to noun not as productively as as the ones affixed to both verbs and
adjective, e.g.:
a. Udin me- motong kuku -nya ter- daging.
Udin NOM clipped nail his up to flesh
‘Udin clipped his nail hurting his finger.‘
b. Luka Amat ter- tulang.
Wound amat up to the bone
‘Amat’s wound is up to the bone.’
4. The affix ter- preserves two allomorphs or variants namely ter- and te,
or they may phonemically be written as tǝr- ~ tǝ-. Constituent tǝ- occurs
to /r-/ initial stem, e.g.: ramai ‘crowded’, ramah ‘friendly’ and /tǝr-/
occurs elsewhere other than /r-/ initial stem (see the examples above).
a. a. Lapai adalah jalan te- ramai di Padang.
Lapai is street most crowded in padang
‘Lapai is the most crowded street in Padang.’
b. Ani te- ramah di antara teman-teman kami.
Ani SPL friendly among friends our
‘Ani is the friendliest among our friends.’
5. The affix ter- will retain if the initial stem is other than /r/.
Rumah Ali ter- besar di kota kami.
House Ali SUP big in town.our
‘Ali’s house is the biggest in our gown.’
Function
6. Prefix ter- will constitute an ergative verb as it is affixed to transitive,
intransitive active verbs and noun as follows:
a. a. Ia ter- bawa arus sungai.
3 SG ERG bring current river
‘He was drawn by the river current.’
b. Ali ter- tidur.
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ali ERG slept
‘Ali fell asleep.’
c. Pencuri itu ter- pojok.
thief ART ERG corner
‘The thief got cornered.’
7. Prefix ter- will constitute an inflective adjective as it is affixed to the
adjective meaning ‘superlative’ as follows:
a. Nilai Ali ter- tinggi di antara kami.
score ali SUP high among us
‘Ali’s score is the highest among us.’
b. Banda adalah laut ter- dalam di Indonesia.
banda is sea SUP deep in Indonesia
‘Banda is the deepest sea in Indonesia.
c. Ani ter- cantik di kelas kami.
ani SUP beautiful at our class
‘Ani is the most beautiful at our class.’
8. Prefix ter- will constitute an adjective as it is affixed to noun meaning
‘up to’ as follows:
a. Luka Ali agak ter- tulang.
wound ali rather up to bone
‘Ali’s wound is little bit up to the bone’
b. Dia me- motong kuku agak ter- daging.
3 SG ACC clipped nail rather up to flesh
‘S/he clipped the nail little bit to the flesh.
Meaning
Based up on the test, it is identified that prefix ter- affixed to the active
verb means ergative in which S/P and unmarked as the super-ordinate meaning
with it sub-ordinate meaning dapat di - verb ‘can be -verb’ , sanggup di- verb
‘able to be’, sudah di- verb ‘already be’, tidak sengaja di- verb ‘ nondeliberately to be’ as the sub-ordinate meanings:
9. Beban itu ter- bawa oleh -nya.
luggage ART ERG carry by him/her
‘The luggage cannot be carried by him/her.’
10. Beban itu tidak ter- bawa oleh -nya.
luggage the NEG ERG carried by 3 OBJ
‘The luggage is not able be carried by him/her.
11. Buku -nya ter- bawa oleh -ku.
book POS 3 ERG carried by 1DAT
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His/her book was unintentionally taken by me.’
12. Buku -nya tak ter- bawa oleh -ku.
book 3 POS NEG ERG carried by 1 DAT
‘His/her book is not able to be carried by me.’
The examples above show that there are no rules governed in the meaning
identification. If affix ter- is a given morpheme affixed to verb it must preserve
the basic meaning as the super-ordinate one and the others are the sub-ordinate
ones or derivations from the super-ordinate one. The meaning of the affix termay be formulated as follows:
Ergative
can be - + V.
able to be - + V
already be - + V.
unintentionally be - + V.
spontaneous
suffering
Figure 1.
Apart from the four sub-ordinate meanings, there are the other meanings which
in principle can be included into one of the sub-ordinate prevailing. For
instance, the meaning of spontaneous in a sentence such as:
13. Dia jatuh ter- duduk.
3 SG fell spontaneous sit down
‘S/he fell spontaneously in sitting position.'
Then, the verb ter- ‘sufferring’ can be seen in the sentence example below:
14. Dia ter- tular TBC.
3 TG ERG suffered (from) tbc
S/he unintentionally suffered (from) TBC.
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The presence of given meanings resulting from a verb + ter- cannot be
identified without a wider context than just verb + ter- only. It means that the
meaning verb + ter- contains will never be identified until it comes into syntax
in the form of a clause.
Affix ter- preserves the super-ordinate meaning ergative meaning that
the subject patient but unmarked (differently marked from passive) as it affixed
to the verbs bawa ‘to bring,' pikul ‘to carry on head,' angkat ‘to carry’ within
a clausal context.
15
a. Karung itu ter- bawa oleh -ku.
sack PAR ERG bring by 1 SG DAT
‘The sack can be brought by me.’
b. Pedati itu ter- hela oleh kerbau itu.
cart ART ERG pull by buffalo ART
‘The cart can be pulled by the buffalo.
c. Buku itu ter- susun rapi.
book ART ERG order neatly
The books are already neatly ordered.
d. Buku Ali ter- bawa oleh Ani
book ali ERG take by ani
‘Ali’s book was unintentionally taken by Ani.’
The Meaning of Derivative Adjective + Superlative
As discussed above, that the adjective pattern + ter- to refer to
superlative meaning cannot be applied to derivative adjective + ter- otherwise
must be preceded with lexicon paling ‘most’ + derived adjective. See the
following examples.
16. Dia paling terpukul.
*Dia terterpukul.
‘S/he is the most beaten.’
17. Saya paling tertarik pada matematika.
*Saya tertertarik pada matematika.
I am mostly interested in mathematics.’
18. Ali paling tertekan di antara kami.
*ali tertertekan di antara kami.
Ali is mostly depressed among us.’
It seems the distribution of adjective + ter- only applies to the basic
adjectives whereas for derivative ones they go with the pattern paling + derived
adjective ‘most + derived’ adjective = superlative adjective as three examples
above. As for the basic adjective, there applies the pattern: Basic Adjective +
[(ter-), (paling)] = superlative. Formally, it may be diagrammed as follows:
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Figure 2.
The meaning of Noun + terAfter going through a test it found that the meaning of noun + ter- means
to ‘up to’ or ‘until’ referring to location. See the example below:
19. Luka Ali ter- tulang.
wound ali ERG bone
‘Ali’s wound is up to bone.’
20. Saya merasa ter- sudut.
1 SG felt ERG corner
‘I felt cornered.’
Categorically, noun + ter- tend to belong to adjective and
paradigmatically it may occupy the predicative slot of a simple clause. Such
validity may be proved under expansion technique by adding modifier such as
sangat ‘very’, agak ‘rather’, and lebih ‘more’ functioning as intensifier to the
adjective.
21. Saya sangat tersudut.
I was cornered very much
22. Ani agak tersudut.
Ani was rather cornered
23. Ali lebih tersudut.
Ali was cornered more.
Owing to the examples above, it is obvious that noun + ter- may be
group into adjective category, and formally it may be diagrammed as follows:
Figure 3.
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Inter-Constraint Relation of Affix ter-
Figure 4.
CONCLUSIONS
After analyzing the discussion above, thus, some conclusions may be
drawn as follows:
Verb + ter- takes the function of ergative as the super-ordinate with dapat
di- ‘can be’, sanggup di- ‘able to be’, sudah di- ‘have(s) already been’, and as
well ‘unintentionally’ as the sub-ordinate. The verb + ter- supporting the
meaning spontaneous and suffering are grouped into the last category.
The (basic) adjective + ter- will constitute superlative meaning lexically
refers to paling ‘the most.' Noun + ter- will constitute the meaning ‘up to’
referring to a location.
As a whole, the affix ter- may be universally classified into an adjective
category.
The observation over the affix ter- is still far from being perfect and
therefore a further observation is still needed as to achieve a result close to
being perfect. Hopefully, this brief paper share benefits to readers.
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REFERENCE
[1] Alisyahbana, S. Takdir. 1980. Tatabahasa Baru Bahasa Indonesia.
Jakarta: Dian Rakyat.
[2] Badudu, J. S. 1981. Membina Bahasa Indonesia Baku. Bandung: Pustaka
Prima.
[3] Batuah, Zainuddin S. 1956. Dasar-Dasar Tatabahasa Indonesia.
Jakarta: Balai Pustaka.
[4] Kridalaksana, Harimurti. 1989. Pembentukan Kata dalam Bahasa
Indonesia. Jakarta: Gramedia.
[5] Ramlan, Muhammad. 1978. Ilmu Bahasa Indonesia:Morfologi Satuan
Tinjauan Deskriptif. Yogyakarta: UP Karyono.
[6] Sudaryanto, 1987. Deskripsi Bahasa. Yogyakarta: Universitas Gadjah
Mada
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Translation Challenges in Online News Articles
Translation
Muhammad Ersan Pamungkas
Doctorate Student in Translation Studies
Faculty of Humanity of University of Indonesia
ersanpamungkas83@gmail.com
Abstract
Translating online news articles is now a common practice among translators
in Indonesia. This type of translation poses its translation challenges, some of
which include translating headlines, translating country-specific institutions,
organizations, and companies, translating direct quotes and making leads in
the translated news articles that are often not found in the Source Text (ST).
This paper seeks to discuss how those challenges are solved. Source data for
this paper are several news articles taken from the official website of the
Cabinet Secretariat and their English translations. The result of the paper
shows that in translating headlines, translators might have two options,
namely translating the headline as it is or re-writing the headlines, while in
translating country-specific institutions, organizations and companies,
translators often have to add extra information about those institutions, or, if
applicable, translators can use the names of similar intuitions used in English
speaking countries. In the meantime, in translating direct quotes, translators
have to translate it as faithfully as possible. As for the translation of lead, if
leads are not found in the ST, in some cases, translators also have to create
leads in the translation.
Keywords: translation, translator, online news, website
INTRODUCTION
Online news translation is now a common practice among translators,
including among those working in ministries and government institutions in
Indonesia, both at central government level and regional government level.
The rise in the practice of online news translation is especially because most
of those institutions and ministries now have their official websites that contain
online news. Other contents that are usually translated on the websites include
pictorial news, legal documents (laws, presidential regulations, and the like),
announcements, and some other features. Peyrot (no date) in Hariyanto (2015)
suggests that there are seven classic reasons to translate websites, namely:
a) More people are non-native speakers of English
b) A lot of people are searching and surfing the Webs only in their
native languages
c) Less and fewer Internet contents are in English
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d) Web users tend to spend more time with the web using their
language,
e) They tend to purchase via websites with their native language
f) More and more online trade is in non-English language
g) Non-English speaking market grows rapidly.
In the meantime, Juliane House (2014) said that translation could be
defined as the result of a linguistic-textual operation in which a text in one
language is re-produced in another language. In her definition, House also
suggests that translation is both a linguistic and textual activity that involves
the reproduction of a text written in one language into another language. She
also argues that translation in not only a linguistic act but also an act of
communication. As for Larson (1984), she argued that translation is the act of
transferring the meaning of the source language into the receptor language and
this is done by going from the form of the first language to the form of a second
language by way of semantic structure. In other words, in her definition of
translation, Larson puts more emphasis on the meaning over the form.
a) In the case of the translation of website of ministries and government
institutions, the reasons for being different because the website is
translated from the Indonesian language into foreign languages,
particularly English. The websites, including the online news, is
translated for the following reasons:
b) The website aims for non-Indonesian readership or international
readers;
c) The English version is expected to introduce Indonesia to the
international world;
d) The English version is also expected to build more understanding
about Indonesia for the international community.
As for the content of the online news in those websites, they usually
present the latest news on both domestic issues and international issues, as well
as news on official activities of the President, Vice President, Ministers, or
other high-ranking government officials. Obviously, just like other contents on
the website, the online news section is also translated into other languages,
predominantly English, in order reach out to an international readership.
However, usually only news with international relevance or about Indonesia’s
foreign policies that are translated into other languages.
In the meantime, one of government institutions in Indonesia that have
its official website along with its English version is Cabinet Secretariat. The
institution, which is helmed by a high-ranking government official of the same
level as a minister, is in charge of providing technical supports to the President
of the Republic of Indonesia. The official website of Cabinet Secretariat has
some features such as Berita (news), Artikel (opinions), Peraturan (laws,
presidential regulations, and the like) online news, speeches, and Galeri
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(pictorial news). As for the online news section, it is available in Indonesian
and with its English translations.
Nevertheless, translating those online news articles is not without
translation problems and challenges. Some of the challenges often found in the
translation of online news articles are related to the translation of headlines,
the translation of country-specific institutions, organizations and companies,
the translation of direct quotes and re-writing leads in the translation that is
often not found in the Source Text (ST). This paper seeks to investigate those
challenges and propose solutions to those challenges.
METHOD
The object of this research is online news articles are written in
Indonesian and their English translations, both of which are published on
www.setkab.go.id. The Indonesian articles and their English translations were
uploaded on several dates and randomly selected as a data source for this paper.
This research adopts a qualitative approach, which is the right approach to
investigate the translation of journalistic texts, including the translation of
online news articles. The descriptive approach is used to treat that online news
article as they are. This research also adopts a comparative analysis technique
by comparing two texts at the same time, namely ST and Tt. Once the data is
complied and compared, it is then interpreted. Analysis unit selected include
word unit, phrase unit, and clause unit.
RESULTS
Translation of Headlines
Table 1 below shows an example of a headline written in Indonesian
and translated into English at the website of Cabinet Secretariat. The news
article was uploaded on 30 April 2017.
Table 1.
ST
TT
Luncurkan Rute Ro-Ro DavaoBitung, Presiden Jokowi: Pelayaran Dari 5
Minggu Jadi 2,5 Hari
Indonesia, Philippines Launch
Shipping Route Connecting Mindanao and
North Sulawesi
As we can see from the table, the TT is modified and slightly different from ST.
and the English headline is the one used on the English version of Cabinet
Secretariat website. However, if the Indonesian text is translated as it is, it
would become:
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Table 2.
ST
TT
Launching Davao – Bitung Ro-Ro Route,
President Jokowi: Sailing from 5 Weeks
Becomes 2.5 Days
Luncurkan Rute Ro-Ro Davao-Bitung,
Presiden Jokowi: Pelayaran Dari 5 Minggu
Jadi 2,5 Hari
The translator might have his/her reasons for translating the headline, but if we
see the English translation if it is translated as it is from the ST, the headline
does not sound like a common English headline; in fact, it sounds like a
headline translated from Indonesia. In general, however, translators who
translate headlines of news articles have two choices: translating the headline
as it in which the consequence might be that the translated headline might not
be too natural in English. Or, the translator can modify the headline to make it
natural in English. Reading the whole text before deciding the headline might
also be a good start before deciding the headline, and it must be born in mind
that in many cases of new articles written in Indonesian, the headline does not
represent the text, and it is the duty of the translator to fix that. More discussion
on this can be found in the Discussion section.
Translation of Country-specific Institutions/Organizations
Table 3 presents an excerpt from a news article uploaded on 16 March
2017 and its English translation. The news story is about the appointment of
the new President Director of PT. Pertamina, Indonesia’s state-owned oil and
gas company.
Table 3.
ST
TT
Menteri Badan Usaha Milik Negara
(BUMN) Rini Soemarno selaku kuasa
pemegang saham pemerintah pada PT.
Pertamina (Persero) resmi menunjuk
Direktur Utama (Dirut) PT Perkabunan
Negara (PTPN) III Elia Massa Manik
sebagai Dirut PT Pertamina. (16 March
2017)
Minister
of
State-Owned
Enterprises (SOEs) Rini Soemarno as the
authorized government shareholder in
State-owned oil and gas company PT
Pertamina officially named President
Director of state-owned plantation
company PT Perkebunan Nusantara
(PTPN) III Elia Massa Manik as President
Director of state-owned oil and gas
company. PT Pertamina.
As we can see the example in Table 3, in the English translation, the translator
added additional information for ‘Pertamina.' The additional information is
‘state-owned oil and gas company.' This additional information is important to
be added in the English translation, including in news article translation,
because the translator is responsible for giving background knowledge to the
readers of the translation.
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Translation of Direct Quotes
Table 4 presents an excerpt from a news article uploaded on 4 April 2017
and its English translation. The news story directly quotes the utterance of
President Joko ‘Jokowi’ Widodo, commenting on the sovereign funds.
Table 4.
ST
“Saya minta dibentuk dana abadi
pendidikan pada Menteri Keuangan. Jangan
semuanya
dihabiskan,
dihabiskan,
dihabiskan, tapi tidak tepat guna. Sekarang
sisihkan untuk dana abadi, sehingga kita
akan memiliki dana pendidikan yang
besar,” pinta Presiden Jokowi seraya
menambahkan, bahwa ini adalah dana
investasi jangka panjang untuk anak cucu
kita. 4 April 2017
TT
“I have told Finance Minister to provide
sovereign funds in the education sector. We
must not use up the entire budget at once,
and it must be well-targeted. Now please
allocate some for the sovereign funds so
that we will have many sovereign funds for
the education sector,” the President said,
adding that this is a long-term investment
for the next generations.
As we can see in Table 4, the translator ‘faithfully’ translates the direct quotes
with no additional or omission, although sentence structure is changed in the
TT. However, the change in the sentence structure is meant only to make the
English sentence sound more natural and clear.
Rewriting of Leads
Table 4 presents an excerpt from a news article uploaded on 11 January
2017 and its English translation. As we can see from the table, the translation
has the lead of the news which is not found in the ST. In this case, the translator
writes a lead based on the Source Text. As we know, a lead is an important
part in any news stories written in English.
Table 5.
ST
TT
Presiden Joko Widodo (Jokowi) secara
mendadak, di Istana Merdeka, Jakarta, Rabu
(11/1) sore, menyelenggarakan konperensi
pers terkait keputusan Pemerintah Kerajaan
Arab Saudi, yang mengembalikan kuota
haji Indonesia ke angka yang normal, yaitu
211.000 jamaah.
Indonesia’s Hajj quota has returned to the
normal figure of 211,000 a year from the
previous 168,000.
The news was announced during a press
conference of President Joko ‘Jokowi’
Widodo on Wednesday (11/1) at the
Merdeka Palace.
DISCUSSION
Translating online news articles poses its challenges and problems. The
news articles themselves can be considered as dynamic text as the topic can
vary, from politic issues, economic issues, social issues and so on. This fact
alone carries difficulties for translators translating online news articles as they
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have to face with terms from various fields. Regarding register, most of the
times online news articles use formal language but sometimes, especially in
direct quotes, for example, informal language, can also be used. A translator
doing online news articles must always be aware of this fact. Furthermore, the
fact that sometimes the ST in not properly written, and sometimes difficult to
comprehend, adds to the difficulties in the translation of online news articles.
Nevertheless, in this paper, only four problems in translating online news
articles will be discussed, namely translation of headlines, translation of
country-specific organizations/companies/institutions, translation of direct
quotes, and re-writing leads in the TT.
In translating headlines, the translator can have two options, namely
translating the Indonesian headlines into English as it is or making
modifications in the translation, with or without changing the meaning of the
headlines. However, it must be born in mind that the decision in translating the
headline may depend on several factors, namely:
1. Whether or not the translator, or the institutions where he works, treats
the translation of the online news translation as a ‘pure’ translational
activity, in which no changes are made whatsoever, or whether the
translator or the institution where he works, treats the translation of the
online news translation as a ‘rewriting’ of the ST.
2. Occasionally, the headline of a news article might not be appropriate if
it is translated into English. It may be because the translation itself is
not grammatically correct in Indonesian. A translator might also have
to consider to produce a headline that is ‘acceptable’ in proper English
news writing.
Bard (2005) suggests the following requirements for a good headline:
1) The headline should use strong verbs, active rather than passive. Use
specific, not general nouns.
Women found safe after accident
Two women survive fall from tower
too broad
specific
2) The headline should not leave out the subject
Resigns then changes minds and
returns (no subject)
Dean resigns, then changes mind
no subject
3) Each line should be a grammatical unit. Try not to end a line with a
preposition. Avoid splitting verb parts and do not split modifier from a
noun.
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Quake hits bay area; no damage reported
4) Attribution: just as the body in the story, one must attribute everything
not vouched for by the reporter as fact
New tuition too high (no attribution)
Tuition too high, say students
When translating headlines into English, it would be advisable for
translators always to keep those principles in mind.
Another case in which a translator might have to make modifications in
the translation of headlines is as follows, in which the ST is grammatically
incorrect. Thus, the translator has to ‘fix’ it in the TT. In the example below,
there is a case of a dangling modifier.
Dilantik Jadi Kapolri, Presiden Jokowi Minta Tito Lakukan Reformasi
Polri Secara Menyeluruh
The translator then fixes the sentence and translates it into:
President Jokowi Inaugurates Tito Karnavian as New Indonesian
National Police Chief
Furthermore, many news articles were written, including those on the
website of Cabinet Secretariat, do no comply with the standard of a good
newswriting, be it in the headline section and the body section. Thus, in this
case, as previously mentioned, the translator is sometimes expected to ‘rewrite’ the article in the TT, which is in English in this case, for example. The
‘re-writing’ process here obviously has to be based on the ST so the messages
on the ST are conveyed in the TT. The notion of translation as a type of
rewriting is first stated by Lefevere (1992) in Munday (2001), who argues that:
Translation is the most obviously recognizable rewriting, and … it is
potentially the most influential because it can project the image of an
author and those works beyond the boundaries of their culture of origin.
So based on what was stated by Lefevere (1992), it is clear that doing
online news translation article can also be considered as a form of translation
because to some extent, re-writing can also be considered as one type of
translation.
As for the translation of country-specific organizations, institutions,
companies, and the like, it must be born in mind that readers of the translation
might be from outside Indonesia and some of them, or even most of them,
might not know what Pertamina is. So it is important in the transition to be
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provided with additional information. It also applies to other examples of
country-specific institutions. Nevertheless, for institutions that might be
‘universal,' that is, the one can be found in almost all countries, additional
information might not be needed. For example, to translate ‘Kementerian
Keuangan’, it is sufficient to be translated with ‘Finance Minister’ or ‘ Minister
of Finance’ only with the assumption in almost all countries, there is a ministry
dealing with state financial matters such as Finance Minister or with the one
with similar. In another word, in this case, a translator should serve as the
‘bridge’ of not only two languages but also two cultures. Translator of online
news articles should be able to provide background knowledge to the readers
of their translations, especially when translating things such as organizations,
institutions, companies, and the like, that might not be known in other
languages and other cultures.
Translating direct quotes, which are very common in any online news
articles, can be very tricky and must be done very carefully. In fact, a translator
who regularly deals with online new articles should get themselves used to the
challenges in translating direct quotes because almost all online news articles
must have direct quotes. In translating them, the translator must first
understand the core meaning of what somebody whose speech is directly
quoted. It must also be born in mind that a direct quote is a spoken form of
language and when someone speaks orally and spontaneously, his or her
language might not be too clear or even rather difficult to comprehend. Many
times, when someone is being interviewed, and their speech is directly quoted,
it is not prepared and is not structured. So, it is the task of the translator to grasp
the message of the speaker whose speech is being quoted and later translate it
into another language. In some cases, a translator even has to make it clear in
the translation. The most important thing is that the translator has to understand
the gist of what the speaker is trying to say and try to translate it into another
language.
As for the translation of lead, it is important to note that almost all news
articles written in English, a lead is an important part of a news article. Bard
(2015) suggests that the lead, that is the first dozen or so words, carries 90
percent of the burden of the whole story. In other words, he added that the lead
is the quick summary of what the story is all about. However, in many news
articles written in Indonesia, the lead is often not found. In this case, a
translator who translates a news article from Indonesian into English might
have to create the lead in the translation. Just like the example presented in
Table 5, in which the sentence goes like Presiden Joko Widodo (Jokowi)
secara mendadak, di Istana Merdeka, Jakarta, Rabu (11/1) sore,
menyelenggarakan konperensi pers terkait keputusan Pemerintah Kerajaan
Arab Saudi, yang mengembalikan kuota haji Indonesia ke angka yang normal,
yaitu 211.000 jamaah. This kind of sentence is prevalent in many news stories
written in Indonesia. However, it can be said that the sentence is not lead at all
because it does not say much about the rest of the text. Although it might be
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acceptable in Indonesian online news articles, it might not be acceptable in
English online news articles because in English online news writing, lead,
which is mostly placed at the beginning of the story, tells what the whole news
story is about.
CONCLUSION
Just like any other types of translation tasks, translating online news
articles poses its difficulties and challenges. In translating headlines,
translators might have two options, namely translating the headline as it is or
re-writing the headlines. It is up to the translator or the institutions in which
they work for to decide on how the headline should be translated. In the
meantime, in translating country-specific institutions, organizations, and
companies, translators often have to add extra information about those
institutions, or, if applicable, translators can use the names of similar intuitions
used in English speaking countries. As for translating direct quotes, translators
have to translate it as faithfully as possible. As for the translation of lead, if
leads are not found in the ST, in some cases, translators also have to create
leads in the translation.
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
Bard, Rachel (2015). Newswriting Guide: A Handbook for Student
Reporters. Washington: iUniverse, Inc.
Catford, J.C. (1965). A linguistic theory of translation: An essay in
applied linguistics. Oxford: Oxford University Press.
Hatim, B. & Ian M. Discourse and the translator. (1994). London:
Pearson Education.
House, J. (2014). Translation: a multidisciplinary approach. New York:
Palgrave Macmillan.
Larson, M. (1984). Meaning-based translation: cross-language
equivalence. Boston: University Press of America.
Munday, J. (2011). Introducing translation studies: theories and
applications. London: Routledge.
Newmark, P. (1981). Approaches to translation. Oxford: Pergamon
Press.
_____. (1987). A textbook of translation. New York: Prentice Hall.
Nida, E. (2011). Contexts in translating. Amsterdam: John Benjamins
Publishing Company.
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Website Design Dictionary “Bahasa Gaul – Indonesia”
Android Based
Nelfira¹, Yessy Prima Putri², Prima Aulia³
Sistem Informasi, STMIK Indonesia, Padang,
1
nelfira@stmikindonesia.ac.id)
2
yessy@stmikindonesia.ac.id)
3
prima.aulia333@gmail.com)
Abstract
Slang language is one of the variations of the language used by certain groups of
people, especially teenagers. The uniqueness of slang language is the flexibility in
using words and interpreting words, such as tends to modify the form, most of the
word forms used are modified in such a way, so the words are very distinctive.
Currently, the existence of slang is always evolving, fluid and the vocabulary that
appears today is influenced by technological developments. Slang languages are the
result of the creativity of most teenagers who need to be preserved. To preserve this
slang language, researchers researched to create a website translation slangandroid-based Indonesia. This designed website allows users to translate the slang
word into Indonesian in the form of a dictionary. The dictionary application that is
designed is a tool to make it easier to find the meaning of the word from slang to
Indonesian language. Users no longer need to open a thick and heavy dictionary.
Users just type the word you want to search then the meaning of the word will come
out immediately.
Keywords: Online dictionary, android, “bahasa gaul-Indonesia”.
INTRODUCTION
Slang is one form of the variation of the language used by a group of
communities in the association. This slang term appears years 1980 's,
although its language model has been there before, it originally comes from
the variety used by the transsexual community then developed into a language
that is used in the sssociation. The uniqueness of slang that is, discretion or
freedom in using words and interpret the word, such as the appropriate form of
abbreviate, this is done for convenience and relaxtion. Modify the appropriate
shapes, forms most of the words used is modified in such a way so that the
words are very typical. Furthermore, the slang is the result of creativity in the
field of language used in colloquial situations, so the language needs to be
preserved
The existence uniqueness of the slang used by certain groups, cause most
of the society for less understand the meaning of slang words itself. To find
out the meaning of the slang words that the community will be looking for his
dictionary of slang, and there are some slang words you're looking for is not
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found in the dictionary, so that most of the people are in a quandary, it is
because do not understand the meaning of the slang words are expressed.
Based on the above description then it needs to be designed slang
dictionary-Indonesia based android, point to facilitate the community in search
of the meaning of the word slang, and the community no longer needs to findlook for the dictionary to find out the meaning of the slang word. Society
simply uses smarphone to figure out the meaning of words, when and where
they are located. Based on the above description it can be formulated as
follows: how to design application slang dictionary-Indonesia based android?
Currently, there are several studies that have developed online
dictionaries, among which are; Maslan, et al. (2016) and research development
of Smart Apllication Translation Languages of Sulawesi-based Android with
the method of the linear sequential model. This research makes Indonesia
language translator application into the local languages of South Sulawesi.
Next research Application Translator of Indonesian Language to the language
of Madura by using the method of Rule Based (Khotijah,,2015 et al.). This
research makes the application of translation into a language of Madura,
Indonesia application was created as one of the spreads and the introduction of
the language of Madura to the community outside the island. Other studies by
Rini, et al. (2015) Desaign Online Language Dictionary Indonesia based
Android with the method of the design of the literature, using PHP and MySQL
database. This research makes the application dictionary to find the meaning
of words from languages Using to Indonesian Language.
Based on observations from researchers to research prior art, not the
existence of research to design an application slang dictonary-Indonesia based
android using UML.
The expected benefits of this research are:
1. To further facilitate the search for the meaning of the word slang,
because the data is already stored in the database.
2. To add a media for learning the vocabulary of slang the community
surroundings.
3. To preserve the slang with the method preferred by the community.
METHODS
Modeling Desaign Unified Modeling Language (UML) is a language
based on the graphics or images to menvisualisasikan, specifying,
constructing, and documenting of a system object based software development
(OOP)
RESULT
The design of the application Slang dicronary-Indonesia based Android
using the Java programming langguage, this is the system that makes it easy to
search users in the translation from a vocabulary of slang into language of
Indonesia or otherwise. Application system is able to display the translation
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vocabulary that sought from slang to the Indonesia language or otherwise, the
system also displays a warning if the vocabulary is sought is not found.
Using android based mobile devices, applications Slang dictionaryIndonesia it can be accessed without connected on the internet so that adds to
the convenience of the users, in addition to the Android based mobile which is
easy to carry and can be accessed at any time.
A. The Design Of The System
In this section will be discussed on the use of a Java Class that is
connected with SQLite in the making of the application Slang dictonary Indonesia based android using Java. The design of this system will be divided
into several stages:
1. The Scenario of the System
in General, the architecture of the application process the dictonary Slang
Android-based Indonesia is as :
a. Mobile Users will interact with the system through an application
that is installed on a mobile phone that supports the Operating
system based Android.
b. Applications which are already installed on the mobile will display
information vocabulary of slang-Indonesia.
Users of the Mobile Android application
Slang of dictionary
Figure 1: application process Scenario Slang Indonesia dictionaryAndroid (source: Agus Haryanto. 2011)
2. Specification of System Requirements
Specification system requirements this would explain about the use of
the mobile application dictionary, namely "the design of the application
Dictionary Slang-Indonesia-based Android," input and output system
that occur in applications, and process the data. Based on the architecture
in picture 1, to meet the needs required by users of mobile that has been
using the Android Operating System.
3. Process design
Process design is used to describe some structured processes in the
system, customer driven process flow that occurs. The software used in
the design process is the Rational Rose Enterprise Edition. As for the
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structure of a flow-based dictionary, Android application process
consists of:
a. Use Case Diagrams
Describe the behaviour of the system from the user's perspective,
useful to help understand the need. The use case is the basis for other
diagrams. As for the use case diagram of the application dictionary,
Slang-the proposed Indonesia are present in the picture.
Menu Pencarian
Input Kata
User
Melihat Terjemahan
Figure 2. Use Case Diagram Of The Application Slang dictionaryIndonesia
Use case diagram designing application slang dictionary-Indonesia
based android in picture 2 describes the interaction between the use
case and actors. Where an actor can be people, equipment, or other
system being built. The actor gives Users direction arrows to some
use case, among other things: the User can see the Actor search menu
or translation so the user can mengimputkan data that you want to be
translated. So the user can see the results of translation of slang
dictionary-Indonesia.
b. Use Case Scenarios
Use case scenarios aims to describe or explain the use case diagram.
Here's a use case scenarios of the use case diagram in picture. 2
Table. 1 Use case Scenario Translate Slang-Indonesia
No :
1
Name :
Translate Slang-Indonesia
The purpose of
To translate words in slang to the Indonesia
Actor:
User
Pre Condition:
-
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Final Conditions :
Description:
Include a describes the process of Genesis of
user conduct activities translate slang into
language of Indonesia
The Main Scenario
Action Actor
1.
2.
The user can know the meaning of a word slang
Reaction System
input words in slang
Clicking the button
translate
Action
3.
The application displays the results the
translate slang into language of Indonesia
Alternative Scenarios
Reaction
4. a. 1. The word is not 4. a. 2. Back to scenario 1
available
c. Activity diagram gives an illustration of the plot of every function that
is present in the system.
Mengimputkan Kata
Gaul
Menerjemahkan kata
gaul kedalam bahasa
Indonesa
Melihat Hasil
terjemahan
Figure 3. Activity Diagram Application slang dictionary-Indonesia
From picture. 3 describes the process that occurs in use case do slang
translation into the languages of Indonesia. The process starts with the
look of the main menu so that the user can perform the word
penginputan will be translated, and then the system or application
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processes the dictionary user inputed words, thus producing a
translation of the results of the user input. The result of the translation
is displayed on the main menu so the user can see the translation of
the words that have been diinputkannya. Any search activity is
completed.
d. Sequense Diagram
A sequence diagram is a diagram that describes the interactions
between objects that indicate the communication between the objects.
Sequence diagram depicts interactions between objects in and around
the system (including user, display, etc.) in the form of a message
described concerning time. Sequence diagram consists of a vertical
dimension (time) and a horizontal dimension (associated objects).
Sequense diagram slang-Indonesia shows the flow of the functionality
in the use case. Process in the use case begins when the user is looking
for the meaning of vocabulary on designing application slang
dictionary –Indonesia based Android.
: Tampilan Awal
: user
: Tampilan
Kamus
: DB : Kamus
startActivity( )
textInput( )
search( )
afterTextChanged( ) afterTextChanged( )
view( )
view( )
Figure. 4 Sequence Diagram application process dictionary slangIndonesia
B. the design of the User Interface
The design of interfaces (User Interface) is designing the application
dictionary slang-Indonesia-based Android that interacts directly with the user.
When you first open the application design dictionary slang-Indonesiabased Android Mobile directly, the user is given the appearance of the
translation, so that the user can directly input words translated.
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Aplikasi Kamus Bahasa Gaul - Indonesia
Bahasa Gaul :
Enter Text
Terjemahkan
Hasil Terjemahan
Figure 5 Display Application dictionary slang-Indonesia
DISCUSSION
This system has been analyzed and designed in detail and supported by
java programming applications, php, xml. Before the program was
implemented, the program must be free of errors that may occur. The program
tested each module and proceeded with testing to all modules that have been
strung together. Errors that may occur can be classified in three forms, namely
the following:
1.Errors of language (Language errors) or also known as with write error
(Syntax errors), is an error in writing the writing source programs that
are not by the already foreshadowed.
2.Fault processing time (runtime errors), it is an error that occurs when a
program is executed. This error will cause the process to a halt before the
program is completed in time because the compiler found the conditions
have not been met are not used.
3.The error of logic (Logical errors), is an error of logic programs.
After the error-free, followed by testing the system. The primary purpose of
the testing system is to ensure that the elements or components of the system
had been functioning as expected.
The look of the application dictionary slang-Indonesia java
programming language, wear xml. On this page is where the user wears the
translation of Slang-Indonesia. On this page of all users may use a translator
without requiring login first. For more details can be seen in picture 5.2.1
below.
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Figure 6. The Look Of The Application Dictionary Slang-Indonesia
CONCLUSION
Based on the deliberations and results of the architecture of the
application dictionary slang-Indonesia this android-based, some conclusions
can be drawn:
1.With the application dictionary slang-android-based Indonesia this user
can access when and where they are located.
2.The application dictionary slang-android-based Indonesia facilitate user
searching the word slang because this application does not connect to the
internet
3.This application is one of the ways to attract users in learning the slang
language -Indonesia.
REFERENCES
[1]
[2]
[3]
Agus Haryanto. Belajar Android Menampilkan Map Dengan Android
GoogleMaps
API
V2.
http://agusharyanto.net/wordpress/?p=893&cpage= 2, diakses pada 26
juli 2017. 2013
Andi Maslan, Yana Setiono, Faial Alfari. “Pengembangan Smart
Appliation Translation Aneka Bahasa Sulawesi Berbasis Android”.
Jurnal Teknosi, vol. 02, No.01 (April 2016) Universitas Putera Batam
Debby Sahertian. Kamus Bahasa Gaul. Jakarta: Pustaka Sinar
Harapan.2002
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[4]
Eka Mistiko Rini, Muh. Fuad Al Haris, Devit Suwardiyanto. ‘Rancang
Bangun Kamus Bahasa Online Using-Indonesia Berbasis Android”
Seminar Nasional Teknologi Informatika dan Multimedia. STMIK
AMIKOM Yogyakarta ( Februari 2015).
[5]
[6]
Haryanto, Agus. Android Fast Track. Yogyakarta: Andi. 2013.
Khotijah, Fika Hastarita Rachman, Firdaus Solihin. “Aplikasi
Penerjemah dari Bahasa Indonesia ke Bahasa Madura dengan
Menggunakan Metode Rule Based”. Fakultas Teknik Universitas
Trunojoyo Madura. 2015.
[7]
Nababan, P.W. J. Sosiolinguistik Suatu Pengantar. Jakarta : Gramedia.
1984.
[8] Nazruddin Safaat H. ANDROID Pemrograman Aplikasi Mobile
Smartphone dan Tablet PC Berbasis Android. Bandung :Informatika.
2012.
[9] Siregar, Ivan Michael. Membongkar Sourcecode Berbagai Aplikasi
Android . Yogyakarta: Gavamedia. 2011.
[10] Sunaryo,dkk. Pengembangan Istilah Dalam Era Globalisasi. Kongres
BI VII. Pusat Pembinaan Bahasa Depdiknas: Jakarta. 2000.
AUTHOR BIOGRAPHY
Nelfira, obtaining a degree in language and literature (Dra.), Department of
language and literature University of Andalas Indonesia year 1990. Earned a
master's degree in Humanities (M. Hum.) graduate master's degree program
Linguistics, cultural studies the University of Andalas year 2015. Currently a
lecturer at Indonesia Padang STMIK
Yessy Prima Putri, obtained a Bachelor of literature (S.S.), majoring in English
language and literature University of Indonesia Bung Hatta of the year 2004.
Earned a master's degree in Humanities (M.Hum.) graduate master's degree
program Linguistics, cultural studies the University of Andalas year 2014.
Currently a lecturer at Indonesia Padang STMIK
Prima Aulia. Students of STMIK Indonesia Padang
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Acronymization in the Document Budget Andalas
University Padang: Study of the Form and Processes
Noviatri
Faculty of Humanities, Universitas Andalas
noviatriyat@yahoo.com
Abstract
Acronymization is the process of forming a word or a combination of words into an
acronym. Acronym is one form of abreviation. Tuday the use of abreviation,
including acronym, is growing very rapidly, both used in oral and in written form.
One form of the use of acronyms in writting is in the budget document of andalas
University. Based on the form, the acronyms used are very diverse. The language user
looks very creative in creating new forms of acronymization. As arezult, the process
of forming the acronyms used in the budget document is also much improved. In this
Conection there are two research objectives discussed in this paper, namely: 1)
describing the acronyms used in the budget document of Andalas University and 2)
explaining the process of forming each acronym. There are three methods and
research techniques used, namely: 1) method and techniques provision of data, 2) )
method and techniques of data analysis, and 3) method and techniques data analysis
results. There are hundreds of forms acronyms, and there are 18 (eighteen)
acronymization formation processes found in Unand budget document. Of the 18
processes of formation are only seven processes by the process of formation acronyms
that have been formulated by the linguistic. Thus found 11 (eleven) new formation
acronym. This phenomenon indicates that the process of forming an acronym is now
worth reviewing or needing a stakeholder policy.
INTRODUCTION
Language is dynamic and productive. These nature of the language have
implications for the use of language which always changes along with the
needs of the speaker in the community. Among an issue of language use is the
use of abreviation, especially acronyms. The phenomenon of using acronyms
today is growing very rapidly, both in print media, and electronic media.
Moreover, acronyms are also common in academic institutions. It also found
in Universitas Andalas, especially in financial documents. The frequency of
using abreviation in the document at Universitas Andalas is quite high and very
productive. The form used is very diverse, as well as the formation process.
But the problem is that in the process of its formation, there are many acronyms
that not follow rules of word formation in Bahasa Indonesia.
This phenomenon, on the one hand, leads to the poor immersion of the
growth and development of Bahasa Indonesian, especially in word formation
study called morphology. It seems there were no rules in the process of word
formation. Regarding the morphology, there are rules in word formation,
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including the rules of the acronym and the process of its formation. On the
other hand, the rules in the process of the formation of acronyms that now exist
seem to be no longer able to accommodate the form and process of the
formation of acronyms which developed so fast and quick. Therefore, there
should be a review of this acronym
There are two problems that can be formulated in this paper, 1) What are
the acronyms used in the budget document at Universitas Andalas? 2). What
is the process of forming each of these acronyms? The data are analyzed by
using the theory proposed by Kridalaksana (2009), Arifin (2010), and Chaer
(2015). In addition, as a support is also used several research results by
Noviatri and Reniwati on abreviasi (2014 and 2015) and the Dictionary of
Acronyms in Bahasa Indonesian (Noviatri and Reniwati: 2015).
METHODS
To achieve research objectives, it requirs research methods and
techniques. There are three methods and research techniques used in this paper,
namely 1) data collection 2) data analysis, and 3) presentation of data analysis
results. It also guided some of the author's research related to abreviation
(2014, 2015) and Dictionary of Acronyms in Bahasa Indonesian (2015).
Method and Technique of Data Collection
Data are collected by useing obervational method, by observing to the
use of acronyms and acronyms used in the budget document Universitas
Andalas. The basic technique is recording technique which followed by
advance technique, non participant observation technique. In addition, it is also
used a note, to record data to the data card. After that proceed with the
classification of data.
Method and Technique of Data Analysis
The data are analyzed by using reference method. The basic technique
used is an immidiate constituent technique by using referential competence.
The advanced technique is the contrasting technique.
Method and Technique of Prenseting Result of Analysis
In the presentation result analysis, it uses formal and informal
presentation methods. In the formal presentation of data analysis is presented
using a set of symbols and figure. In the informal method, the analysis is
presented with the formulation of words or sentences.
RESULT AND DISCUSSION
This section is done by the formulation of research problems. Data
analysis includes abreviation forms and abreviation forming processes used in
the budget document Unand. To discuss the research problem used several
theories about the acronym and its formation process.
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Based on available data found 229 (two hundred and twenty-nine)
acronyms in Unand’s budget documents. After classification of data on 229
forms of acronyms used followed by identification of the formation process of
each acronym obtained 16 (sixteen) acronym forming process used in Unand’s
budget documents.
The number of acronyms used in Unand's budget documents, will not
fully discuss in this paper since the limitation of pages set by the organizing
committee. Therefore the examples shown in the discussion are examples of
data that have represented the process of acronyms found in the document.
3.1 Acronym and Its Formation Process
Based on a number of available data, acronyms are widely used in
Unand’s budget documents. In addition to the various forms, the formation
process is more diverse. Some of the acronyms used in Unand's budget
documents are: Mata Anggaran Kegiatan (MAK) program kerja (proker),
satuan
kerja (satker), Tunjangan Kinerja (Tunkin),
daftar usulan
penghitungan angka kridit (Dupak), juklak (petunjuk pelaksanaan), juknis
(petunjuk teknis) Simpeg (Sistem Informasi Pegawai), Tunja (tunjangan
jabatan), tunkin (tunjangan kinerja), sertijab (serah terima jabatan) , Kabiro
(Kepala Biro), kabag (kepala bagian), kasubag (kepala sub bagian), Warek
(Wakil Rektor), Proker (Program Kerja), Satker (Satuan Kerja), prodi
(Program Studi), kajur (Ketua Jurusan), BAPEM (Badan Penjaminan Mutu),
Gesima (Gema Musik Kampus). Here is an explanation of each of these
acronyms and their formation processes.
3.1.1 Acronyms by the Remaining First Letter Formation Process.
MAK
MAK
Mata Anggaran Kegiatan
MAK is formed by remaining first consonant letters of each component,
M represents Mata, A represents Anggaran, and K represents Kegiatan.
3.1.2 Acronyms by Formation Processes First Three Letter of Each
Constituent
proker
.
Proker
Program Kerja
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The Acronym Proker is formed by the first three letters of the first
constitent; pro represents program and ker represent kerja.
3.1.3 Acronym by Using the last syllable of the first word and second
syllabe of the second word.
juklak
Juklak
Petunjuk Pelaksanaan
This acronym is formed by remaining the last syllabe of first word
petunjuk, i.e juk and the second syllable of the second word, lak as
representative of pelaksanaan.
3.1.4
Acronym by Remaining Firts Syllabel of Each Word
Warek.
Warek
Wakil Rektor
Warek is formed by remaining the first syllable of each constituent; wakil
is represented by wa and rektor as representative of the word rektor.
3.1.5
Acronym by remaining three letter of of each word
Tunkin
Tunkin
Tunjangan Kinerja
This acronym is formed by remaining three first letter of each word, Tun
is representative of first word tunjangn and kin represents the second
word kinerja.
3.1.6
Acronyms by remaining first letter and final letter of the first word
and three letter from the second word
Kajur
Kajur
Ketua jurusan
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The acronym of kajur is formed by first and last letters of the first word,
the letters k and the last letter a which represents the word ketua and the
first three letters of the second word, jur as representative of jurusan.
3.1.7 Acronym by remianing initial and final letter of the first word and
two letters from the second word
Kaur
Kaur
Kepala Urusan
The process of forming the acronym is the first and last letters of the first
word, the initial letters k and the last letter a represent the word kepala
and the first two letters of the second word, the letters u and r represent
urusan.
3.1.8 Acronym by remaining initial and last letter from the first word,
two initial letters for the second word, and three initial letters from
the third word.
Kasubag
Kasubag
Kepala sub bagian
The process of forming the acronyms above by using initial letters k and
the last letter a from the word kepala, two initial letters from the word
sub s and u, and the first three letters of the last word, b, a, and g as
representative of bagian.
3.1.9 Acronym by the initial syllable of the first word, two initial letters of
the second word, ommision of the third word, the first syllable of the
fourth word, ommision of conjugation, and three last letter of the
fifth word.
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Baperjakat
Baperjakat
Badan Pertimbangan Kenaikan Jabatan dan Pangkat
Kenaikan (ommited)
dan (ommited)
The process of forming the acronym includes several processes. The first
word badan is represted by B, the second word pertimbangan is
represented by per, the third word kenaikan is ommited, the forth word
jabatan is represented by first syllabe ja, the conjucation dan is ommited,
and the word pangkat is represented by three last letter, kat.
3.1.10 Acronym by remaining initial letter of the first word, two initial
letters from the second word, and three initial letters of the third
word
Sinpeg
Sinpeg
Sistem Informasi Pegawai
The process of forming the acronym of Sinpeg by the first letters of the
first component, namely S letters from the components of the Sistem, the
first syllable in from the second word, and the first three letters of the
last word, the letters p, e, and g as representative of the word pegawai.
3.1.11 Acronym by remaining first syllable of the first word, two letters
from before the last letter of the second word, and first syllable of
the third word
Gesima
Gesima
Gema Musik Mahasiswa
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Gesima is formed by the first syllable of the first word, that is Ge as a
rerpesentative of gema, two letter before the last letter of the word musik,
i.e s and i, and the first syllable of the last word mahasiswa.
3.1.12 Acronym by remaining first syllable of the first word, two initial
letters from the second word, and the initial letter of thrid word.
BAPEM
BAPEM
Badan Penjaminan Mutu
BAPEM is formed by first syllable of first word badan, i.e ba, followed
by two initial letters pe from word penjamin, and initial letter m from the
word mutu.
3.1.13 Acronym by two initial letters from the first word and three initial
letters from the second word.
Unand
Unand
Universitas Andalas
Unand is an acronym from two initial letter un from the word universitas
and three initial letters from and from second word andalas.
Penjab.
Penjab.
Penanggung jawab
The acronyms are formed by initial letters from the first word
penanggung, i.e pen and followed by two initial letters (ja) and last letter
(b) from of the second word jawab.
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3.1.14 Acronym by initial and final letters and first and last letters from
the second word
Kasi
Kasi
Kepala Seksi
The acronym above is formed by remaining initial syllabel of the first
word. The word kepala is represented by ke. From the second word, seksi
is represented by a first letter and last letter, i.e s and i.
3.1.15 Acronym by remaining three letters from the first word and two
initial letters from the second word
Monev
Monev
Monitoring Evaluasi
Monev is an acronym formed by remaining three initial letters from the
word monitoring, i.e mon and two initial letters ev from the second word
evaluasi.
3.1.16 Acronym by initial and final letters from the first word and
complete form of the second word
Kabiro
Kabiro
Kepala Biro
The diagram above shows that kabiro is formed by the first and final
letters of the first component of a word, that is, the letter k and a from
the word kepala, followed by a complete form of the word biro.
CONCLUSION
After analyzing the form and process of acronym formation used in
Unand’s budget document there are several things that can be concluded, that
is:
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1. There are 229 forms of acronyms used in the Unand’s budget
document, but the current paper presents only some of them.
2. Based on the process of its formation, there are 16 processes found in
forming acronym used in the budget document of Universitas Andalas.
3. From 16 processes, most of them are considered as a new form of an
acronym.
REFERENCE
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
Arifin, M.Hum., Prof. Dr. E. Zaenal dan Dra. Junaiyah H.M., M.Hum
2009.. Morfologi: Bentuk, Makna, dan Fungsi. Jakarta: PT. Gramedia..
Chaer, Abdul. 2015. Sintaksis Bahasa Indonesia. Jakarta: Rineka Cipta.
-------------------2015. Morfologi Bahasa Indonesia; Pendekatan dan
Proses. Jakarta: Rineka Cipta.
Kridalaksana, Harimurti. 2009. Pembentukan Kata dalam Bahasa
Indonesia. Jakarta: PT. Gramedia.
--------------- 1983. Kamus Linguistik. Jakarta: PT. Gramedia.
Noviatri dan Reniwati. 2014.”Prihal Penggunaan Abreviasi dalam Surat
Kabar: Gambaran Prilaku Berbahasa Masyarakat Indonesia”. Unand:
Laporan Penelitian Hibah Bersaing Dikti Tahun I.
Noviatri dan Reniwati. 2015.”Prihal Penggunaan Abreviasi dalam Surat
Kabar: Gambaran Prilaku Berbahasa Masyarakat Indonesia”. Unand:
Laporan Penelitian Hibah Bersaing Dikti Tahun II.
Noviatri dan Reniwati.2015.Kamus Abreviasi Bahasa Indonesia.
Padang: Suri Press.
Sudaryanto. 2015. Metode dan Aneka Teknik
Analisis Bahasa: Pengantar Penelitian Wahana Kebudayaan secara
Linguistis.Yogyakarta: Sanata Dharma University Press.
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Discourse Structures of Terrorist Indoctrination:
Theory of Doctrine, Human Cognitive Programming,
and Weaponized Cognitive Design for Political
Violence
Novra Hadi
Linguistics, Universitas Andalas, Indonesia,
novrahadi1@gmail.com
Abstract
The structures of discourse in terrorist indoctrination and extreme conflicts involving
trans-national threats are unsolved and unexplained by the majorities of theories and
concepts in linguistics, semantics, pragmatics, and discourse analysis. Therefore, this
study is conducted to answer these conceptual failures. This research is focused on
explaining the mechanisms of discourse and meaning effects to human cognition in
the process of indoctrination and political violence. There are eight discourse
structures of radical doctrines that construct specific meaning constructions capable
of accessing, stimulating, and controlling the response from primordial human
cognition to harness violence. These mechanisms also manipulate the discourse of
doctrines to codify violence into human cognition to control the process of human
cognitive programming in creating a weaponized cognitive design for the objectives
of terrorism. The theory of doctrine is developed in this research as a new theoretical
model in discourse analysis on the language used in indoctrination, violent and
strategic conflicts, and the radicalization of ideology. This theory elaborates the
conceptual frameworks of language encompassing political violence and the politics
of human cognition.
Keywords: discourse of doctrines, the structure of discourse, terrorism, human
cognition, meaning constructions
INTRODUCTION
In essence, political violence such as wars, conflicts, extreme violence
and terrorism involve language in use or discourse. This is a phenomenon of
language unexplained by linguists and linguistics. The theory of doctrine
developed in this research views discourse as an ideological weapon and
cognitive-political instrument, not just the means of communication because
discourse can be used to control people to kill other human beings, or even
commit genocide to kill thousands of people in a specific society and country
for political objectives. The theory of doctrine is one of the very first discourse
theories that elaborate discourse and meaning effects in extreme conflicts,
primordial human cognition and the politics of violence. This theory is neither
another critical discourse analysis nor post-structuralist discourse analysis.
CDA’s and Foucault’s theoretical insights just do not apply here. The study of
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discourse in violent conflicts and political violence transcends the realm of
critical discourse and subversive tradition of post-structuralism.
This research actually shows the failure of the following discourse
theories from Blommaert (2005); Fairclough (1995); (2012); (2006); (2004);
Howarth and Stavrakakis (2000); Trask (2007); Van Dijk (1997); (2009);
O’Dawyer (2003); Danesi (2004); Jones and Peccei (in Thomas et al, 2004);
Agha (2007); Carston (2002; Palmer and Sharifian (2007); Janda (in Li, 2012);
Gee (2010); (2005); (2008), Wodak (2003); (2008); Hart; (2010); Laland and
Brown (2002); Obeng and Hartford (in Obeng and Hartford, 2008); Coulthard
and Coulthard (in Coulthard and Coulthard, 2003); McKinlay and McVittie
(2008); Mayr (2008); Holtgraves (2008); Coultas (2003); Leeuwen (2008);
Peng (2005); Rojo and Grad (in Todoli, 2008); Shi-Xu (2008); Barker and
Galasinski (2001); Chouliaraki and Fairclough (1999); Benwell and Stokoe
(2006); and Jorgensen and Phillips (2002). The weakness of current discourse
theories is all about the failure and insufficient explanation of the mechanism
of discourse and meaning effects in accessing and controlling human cognition
for the objectives of power and political violence. Therefore, this conceptual
weakness in discourse analysis becomes the rationale for the development of
the theory of doctrine.
The Structure of Discourse in Terrorist Doctrines
Dan River
: When this is gonna stop? When the people like you
gonna realize that what are you doing is utterly
pointless?
Imam Samudra
: Okay! We only stop if America, USA, and alliance stop
killing Muslim people! We only stop if the people out
from Mecca and Medina! We only stop if USA and
alliance go out from Iraq and Muslim countries!
(An interview with Imam Samudra by Dan Rivers from CNN,
Retrieved from https://www.youtube.com/watch?v=vpaY5_gBbEk in
2011)
The nouns ‘America’, USA’, and ‘alliance’ linked together by the
conjunction ‘and’ construct the structure of political frontier of antagonism
about multi-national identities that are cognitively programmed as the enemy,
hostiles, and target to destroy by any means and at all cost. These nouns are
used to construct the meaning construction of antagonism and the source of all
violence. These constructions of meanings are used to access human
primordial cognition and control its violent response. This process codifies this
meaning construction into human cognition as a form of a cognitive program.
The use of the nouns such as Amerika, USA, alliance, and taghut, kafir,
Muslim, and jihad are the core structures of the discourse of terrorist doctrine
to construct radical ideology. This process is required for human cognitive
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programming during prolonged radical indoctrination to create a weaponized
cognitive design for a perfect human weapon. These complex mechanisms are
the strategic components of using violence for political objectives (terrorism).
These nouns operate as the governor in noun governing rules mechanism in
the discourse of doctrines that control other parts of speeches and fragment of
discourse for constructing eight categories of discourse structures of terrorist
doctrines as follow: the structure of cognition, legitimacy, ideology, identity,
power, behavior, violence, and politics.
THEORY OF DOCTRINE: KEY CONCEPTS
A. Noun Governing Rule
Noun governing rule is the core process of human cognitive
programming and indoctrination that encompass the function of a noun to
control all levels of linguistic forms in discourse structure of radical doctrines.
The nouns construct the meaning construction of the source and actors of
violence. This meaning construction is capable of accessing and stimulating
the response from primordial human cognition. This natural cognitive
capability does not apply to the verb and other parts of speech because human
cognitive process naturally looks for the actor of violence in responding to the
violence itself. Therefore, without the nouns, the use of the verb in constructing
the meaning construction of violent action fail to access and stimulate the
response of primordial human cognition. In fact, the nouns control other parts
of speech such as verb, adjective, the conjunction in the structure of discourse
through the cognitive mechanism. Thus, the verb andother part of speech show
solid dependence to a noun in constructing the structure of discourse of radical
doctrines.
B. Human Cognitive Programming
Human cognitive programming is a carefully designed process of
controlling human cognitive mechanism through codifying specific meaning
constructions into human cognition to create an absolute cognitive control. The
mechanism of codifying meaning into the cognition requires the manipulation
of noun governing rules and extreme meaning construction in deeper
ideological doctrines for gaining access into primordial human cognition as the
root or genesis of all human violence. This mechanism of codifying meaning
controls the response from human cognition consistently and repetitively.
Therefore, the result: human cognition is programmed for a specific purpose.
This process is often used for political objectives involving the use of threat
and violence.
C. Weaponized Cognitive Design
The weaponized cognitive design is the final-result of prolonged terrorist
indoctrination involving human cognitive programming for political violence.
It is an extreme form of human cognition programmed to kill and murder other
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human beings and commit devastating violence without natural psychological
boundaries. At this level, the manipulation of discourse to codify extreme
meaning construction into human cognition for programming the mechanism
of the human cognitive process eliminates any cognitive and psychological
constraints that naturally exist in the human cognitive process. The human
programmed in this process of discourse and meaning effects is a complete
weapon. He or she is ready to kill and execute the violent order without
hesitation.
TEN STAGES OF ANALYSIS IN DOCTRINE THEORY
[1] Analysis of discourse structure of cognition
The structure of cognition in discourse is the process of human cognitive
process encoded or codified in language use. Discourse structure of cognition
is focused on the codification of the process of human cognition in the use of
language in actual human action. In this theory, analysis on discourse structure
of cognition is about analyzing the basic process of using discourse to control
human cognition in the process of indoctrination. Indoctrination is a process
using discourse to control human cognition at an absolute level. The analysis
on this level of structure is focused on analyzing the lexical relationships that
construct specific meaning construction to control human cognitive process
and behavior. The mechanism of meaning effects to human cognition has to be
explained at this point. The role and the function of nouns as the governor in
lexical relationships of discourse are the keys to explain the process of
controlling human cognition. However, the roles of other parts of speech such
as verb, adjective, pronoun, and conjunctions as the complementary fragment
are also important in constructing the meaning constructions governed by
nouns. Therefore, analysis on how those lexical relationships construct the
meaning and control the effects of meaning to human cognition is the key
mechanism for explaining the structure of cognition in the discourse of
doctrine.
[2] Analysis of discourse structure of legitimacy
The structure of legitimacy in discourse is the consistent process of using
language or discourse to sanctify or to legitimize specific actions and purposes.
This structure is designed to control the effects of meaning to overcome human
cognitive constraints in believing and deciding to act in specific ways by the
meaning constructions of the discourse of doctrine.
[3] Analysis of discourse structure of identity
The structure of identity in discourse is a specific form of human
cognitive process in viewing and responding to the entity encoded in discourse
through the mechanism of meaning constructions. Analysis of this structure is
focused on explaining the codification of identity and the process of identity
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formation in the use of discourse for indoctrination. Specific effects of identity
to ideology formation are also analyzed at this level of analysis.
[4] Analysis of discourse structure of ideology
The structure of ideology in discourse is the system of belief codified at
cognitive level through the mechanism of language use. The process of
encoding ideology in human cognition requires the process of indoctrination
that uses discourse as the main instrument. Analysis on this level of structure
is focused on elaborating the process of ideology formation through the
mechanism of meaning effects to human cognition induced by discourse. The
use of language is based on lexical constructions used for constructing the
meaning. The primary concept of the theory is about the use of language is not
for communication or conveying the message but for indoctrination, meaning
to control and program human cognition and sequences of actions or behavior
for specific purposes. This lexical relationship governed by the key nouns have
to be studied and explored in the analysis.
[5] Analysis of discourse structure of power
The structure of power in discourse is based on the use of language to
control power at the level of socio-politics, ideology, and military through
unifying the process of human cognition in massive scales. This mechanism is
designed to control the mechanism of human cognition and the sequences of
action or behavior in an absolute system of belief required for achieving the
purposes. This process exploits the effects of meaning to human cognition.
Analysis of this type of structure is focused on explaining the function of
discourse in controlling all aspects of human cognition to create a similar form
of the cognitive process including the system of belief or ideology, identity,
and decision making, and the structure of actions. These variables of the
cognitive process are the strategic factor in achieving massive power in sociopolitical and strategic scales. Therefore, the analysis of this stage is also
intended to describe the use of language to create adequate meaning effects to
human cognition to enable the mechanisms of these variables. The aspects of
language use on this point include the use of words, phrases, clauses and lexical
relationships as fragments or part of discourse and the use of their meaning
constructions in accessing and manipulating the mechanism of human
cognition.
[6] Analysis of discourse structure of behavior
The structure of behavior in discourse is the codification of human
sequences of actions at a cognitive level in language use. This mechanism
occurs through the manipulation or the controlling of meaning constructions
of discourses related to the forms of actions.Analysis on this level of structure
is focused on explaining the mechanism of specific lexical relationship, its
meaning constructions, and the effects of those meanings to human cognition.
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The effects of meaning from the use of the discourse of doctrine can occur in
any situations, not only during the process indoctrination.
[7] Analysis of discourse structure of violence
The discourse structure of violence is based on the mechanism of specific
meaning construction of violence codified in language use at the cognitive
level. The structure of violence in discourse is not only a representation of
human violent actions or behavior but also the use of discourse and meaning
construction to stimulate and control the cognitive mechanism of violence in
human cognition and actions. In essence, violence is deeply rooted from
primordial human cognition as a primeval defensive mechanism. Violence is
encoded in language use is the proof of human evolution to survive as species
for hundred thousands of years. Therefore, analysis of the structure of violence
in discourse has to address the mechanism of specific meaning construction
created by the use of discourse to access and stimulate primordial human
cognition. This aspect should be addressed at this level of analysis, but the
focus of analyzing the mechanism of primordial human cognition should be
done on another level of analysis. In this theory, that level is slightly
differentiated from discourse structure of violence.
[8] Analysis of discourse structure of politics
The structure of politics in discourse the use of language designed to
control specific cognitive effects for politics. The cognitive effects at the level
of politics surpass social scales and therefore control the cognitive process of
the groups or particular population. Analysis on this level has to elaborate the
politics of discourse including the political purpose of using discourse. The
effects of discourse to political strategy encompass the effects of meaning to
human cognition in massive scales. In the case of indoctrination, the political
purpose of using discourse to indoctrinate people is all about creating absolute
control over their cognition and action required for strategic goals.
[9] Analysis of the mechanism of primordial human cognition
Human primordial cognition is a primitive part of human cognition as
the legacy of human evolution from primitive species in millions of years.
Primal cognition can only respond to violence as a survival mechanism. This
old cognition can be accessed by violent meaning construction from the
structure of violence in discourse. The analysis is oriented on studying how
specific meaning construction stimulates a response from this ancient
cognition. Analysis of this older cognition is focused on explaining how
primitive human cognition is accessed and stimulated in radical indoctrination
that requires the use of discourse structure of violence. This mechanism occurs
only in radical indoctrination since it is not found in non-radical doctrines.
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[10]
Analysis of the mechanism of human cognitive programming
Human cognitive programming is the process of controlling and
exploiting human cognition systematically to gain the absolute control of the
cognition required for the specific purpose. Indoctrination is a process of
human cognitive programming by using language. Analysis of this mechanism
is focused on the process of discourse is used to create and design specific
meaning constructions to gain access into human cognition. The analysis is
also oriented to explain the process and the phases of using those meaning
constructions to stimulate, exploit, and control human cognitive process. Then,
the analysis is also focused on elaborating the process of using the meaning
constructions of discourse to codify specific cognitive structure and system of
belief as being programmed to human cognition. This mechanism results in the
specific cognitive program in human cognition that controls the mechanism of
cognitive process and the sequences of actions.
CONCLUSION
The use of ideological discourse in terrorist and radical indoctrination is
a process of human cognitive programming to create a weaponized cognitive
design for an absolute human weapon. This mechanism exploits the meaning
and its cognitive effects to the extreme level based on the mechanism of noun
governing rule and primordial human cognition to eliminate any cognitive and
psychological constraints in human cognition for committing extreme
violence. The noun is also extensively used in doctrines to codify the meaning
construction of violence into the human cognitive mechanism. Theory of
doctrine is developed in this research to elaborate the complex process of
discourse structure of doctrines involving political violence and transnational
threats. This theory views discourse or language in use as an ideological
weapon and political instrument.
REFERENCES
[1]
[2]
[3]
[4]
[5]
Agha, A. (2007). Language and Social Relations. Cambridge:
Cambridge University Press.
Barker, C. and Galasinski, D. (2001). Cultural Studies and Discourse
Analysis: A Dialogue on Language and Identity. London: Sage
Publications.
Benwell, B. and Stokoe, E. (2006). Discourse and Identity. Edinburg:
Edinburg University Press Ltd.
Blommaert, J. (2005). Discourse: A Critical Introduction. Cambridge:
Cambridge University Press.
Carston, R. (2002). Thoughts and Utterances: The Pragmatics of
Explicit Communication. Oxford: Blackwell Publishing Company.
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Universitas Andalas, August 24, 2017
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
[16]
[17]
[18]
[19]
[20]
[21]
[22]
Chouliaraki, L. and Fairclough, N. (1999). Discourse in Late Modernity:
Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh
University Press.
Coultas, A. (2003). Language and Social Contexts. New York:
Routledge.
Coulthard, C. R. C. and Coulthard, M. (2003). Preface. In Coulthard, C.
R. C. and Coulthard, M. (eds). Texts and Practices: Reading Critical
Discourse Analysis. London: Routledge.
Danesi, M. (2004). Massages, Signs, and Meanings: A Basic Textbook
in Semiotics and Communication Theory 3rd Edition. Toronto: Canadian
Scholar’s Press Inc.
Fairclough, I. and Fairclough, N. (2012). Political Discourse Analysis:
A Method for Advanced Students. New York: Routledge.
Fairclough, N. (2004). Analysing Discourse: Textual Analysis for Social
Research. London: Routledge.
Fairclough, N. (1995). Critical Discourse Analysis: Critical Study of
Language. New York: Longman Publishing.
Fairclough, N. (2006). Discourse and Social Change. Cambridge: Polity
Press.
Gee, J.P. (2005). An Introduction to Discourse Analysis: Theory and
Method 2nd edition. London: Routledge.
Gee, J.P. (2010). An Introduction to Discourse Analysis: Theory and
Method 3rd edition. London: Routledge.
Gee, J. P. (2008). Social Linguistics and Literacies: Ideology in
Discourse. Oxon: Routledge.
Holtgraves, T. M. (2008). Language as Social Action: Social Psychology
and Language Use. New Jersey: Lawrence Erlbaum Associates Inc
Publishers.
Howarth, D. and Stavrakakis, Y. (2000). Introducing Discourse Theory
and Political Analysis. In Howarth, D. et al. Discourse Theory and
Political Analysis: Identities, Hegemonies, and Social Change.
Manchester: Manchester University Press.
Janda, L. A. (2012). Cognitive Linguistics in the Year 2010. In Li, T. F.
(Ed). Compendium of Cognitive Linguistics Research. New York: Nova
Science Publishers, Inc.
Jones, J. and Peccei, J. S. (2004). Language and Politics. In Thomas, L.
et al (eds). Language, Society, and Power: An Introduction 2nd Edition.
London: Routledge.
Jorgensen, M. and Phillips, L. (2002). Discourse Analysis as Theory and
Method. London: Sage Publication Ltd.
Laland, K. N. and Brown. G. R. (2002). Sense and Nonsense:
Evolutionary Perspectives on Human Behaviour. Oxford: Oxford
University Press.
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[23] Mayr, A. (2008). Language and Power: An Introduction to Institutional
Discourse. London: Continuum International Publishing Group.
[24] McKinlay, A. and McVittie, C. (2008). Social Psychology and
Discourse. West Sussex: Wiley-Blackwell.
[25] Obeng, S. G. and Hartford B. A. S. (2008). Preface. In Obeng, S. G. and
Hartford B. A. S (eds).. Political Discourse Analysis. New York: Nova
Science Publishers, Inc.
[26] O’Dwayer, E. (2003). The Rising of the Moon: Language of Power.
London: Pluto Press.
[27] Palmer, G.B. and Sharifian, F. (2007). Applied Cultural Linguistics: An
Emerging Pradigm. In Sharifian, F. and Palmer, G.B. Applied Cultural
Linguistics: Implications for Second Language Learning and
Intercultural Communication. Amsterdam: John Benjamins Publishing
Company.
[28] Peng, F.C.C (2005). Language in the Brain: Critical Assessment.
London: Continuum.
[29] Rojo, L.M and Grad, H. (2008). In Dolon, R and Todoli, J. (Eds).
Analysing Identities in Discourse. Amsterdam: John Benjamin
Publishing Company.
[30] Shi-Xu. (2005). A Cultural Approach to Discourse. New York: Palgrave
MacMillan.
[31] Trask, R. L. (2007). Language and Linguistics: The Key Concepts.
Oxon: Routledge.
[32] Van Dijk,T.A. (1997). The Study of Discourse. In Van Dijk,T.A (ed).
Discourse as Structure and Process. London: Sage Publication.
[33] Van Dijk, T. A. (2009). Society and Discourse: How Social Contexts
Influence Text and Talk. Cambridge: Cambridge University Press.
[34] Van Leeuwen, T. (2008). Discourse and Practices: New Tools for
Critical Discourse Analysis. Oxford: Oxford University Press.
[35] Wodak, R and Weiss, G. (2003). In Wodak, R and Weiss, G (eds).
Critical Discourse Analysis: Theory and Interdisciplinary. New York:
Palgrave MacMillan.
[36] Wodak, R. (2008). Introduction: Discourse Studies – Important Concepts
and Terms. In Wodak, R. and Kryzanowski, M (eds). Qualitative
Discourse Analysis in the Social Sciences. New York: Palgrave
MacMillan.
[37] https://www.youtube.com/watch?v=vpaY5_gBbEk
[38] https://www.youtube.com/watch?v=YrvAcxIic10.
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Malay and Minangkabau Language
In Minangkabau Manuscripts Writing
Pramono1, M. Yusuf2
1
(Department of Minangkabau Literature, Andalas University, Padang,
pramono.fsua@gmail.com)
2
(Department of Indonesia Literature, Andalas University, Padang,
m.yusuf.unand@gmail.com)
Abstract
Minangkabau language is an oral language that began to form a written variety after
the incoming of Islam, using the Jawi (Perso-Arabic) scripts. This script is widely
known in Minangkabau in the eighteenth century. As a result, many Minangkabau
oral literary works are written down. Since it was written in Jawi, the distinction
between the Minangkabau and the Malay manuscripts is very vague. Often
manuscripts classified as Minangkabau manuscripts can be read either in
Minangkabau or Malay. The tendency of Minangkabau people to write in Malay is
very active because Minangkabau people thought Minangkabau language is not much
different from the Malay language. So, if the Minangkabau people use the
Minangkabau words in the Malay language, they thought that they had used the
Malay words without having tried to find words which more corresponding in Malay.
Uniquely, for Minangkabau readers, even written in Jawi (Malay language), but will
be read in Minangkabau language. For examples, ‘bermula’ will be read as
‘baramulo’, 'bandar' as /banda/, /bersama/ as /basamo/, 'hidup' as /hiduik/ and so on.
Interestingly, in the same manuscript, if it is read by Minangkabau people in different
dialects, it will be read in that dialects (in different sounds). For example, the words
'pakan Sabtu' will be read /pokan Sotu/ by the Minangkabau in Payakumbuh dialect
and it will be read /pakan Sabtu/ by the Padang dialects. Departing from the linguistic
phenomenon, this paper will discuss the dynamic of social aspect languages using
Malay and Minangkabau language in Minangkabau manuscripts.
Keywords
-
Malay language,
Minangkabau.
Minangkabau
language,
manuscript,
INTRODUCTION
The research and inventory which were carried out by some
Minangkabau scripts researchers inform that manuscripts of Minangkabau are
available in large numbers. Those manuscripts are not only stored in some
collections in West Sumatra, but also stored outside the region, such as in
Jakarta, Netherlands, England, Germany, France, and Malaysia. By 2013, the
Minangkabau manuscripts which have been successfully recorded are around
1200s; 300 of which are kept outside of West Sumatra, such as Jakarta, the
Netherlands, England and Germany (Zuriati, 2007: 1) and 900 manuscripts are
kept in individual collections and the collection of Surau in Minangkabau
(Yusuf, 2006 ; Zuriati and M. Yusuf, 2008; Pramono, 2010: 247-249; Research
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Team of Minangkabau Text, 2011-2013). Brief information about
Minangkabau manuscripts located outside of West Sumatra can be obtained
from some catalogs compiled by H. H. Juynboll (1899), Ph. S van Ronkel
(1909; 1921), Amir Sutaarga et al. (1972), M. C. Ricklefs and P. Voorhoeve
(1977), Hj. Wan Ali Hj. Wan Mamat (1985), State Library of Malaysia (1991,
1992, 1997), T. E. Behrend (1998), E. P. Wieringa (1998), and Teuku Iskandar
(1999). It indicates that Minangkabau script researchers get an early picture of
manuscripts outside of Minangkabau, as they are contained in many published
catalogs.
In general, the manuscript of Minangkabau can be grouped into three
groups. First, is imported which are manuscripts from outside of Minangkabau
region. Secondly is local manuscripts, which are likely to be written or copied
by scholars from Minangkabau region, or at least from the archipelago.
Typically, this manuscript is less carefully written. Thirdly, local manuscripts
are works copied or written by the Sheikh in the surau where the scripts were
discovered or by another Sheikh from other surau.
In the context of language, it can be said that Minangkabau manuscripts
exist in Arabic, Malay, and Minangkabau. However, particularly this article
will discuss the use of Malay and Minangkabau in Minangkabau manuscripts.
This discussion is based on the reason that many Minangkabau original
"manuscripts" are written in Malay and Minangkabau or both language in a
single manuscript. Various aspects of language (the use of Malay and
Minangkabau) in Minangkabau manuscripts are the focus of discussion in this
article.
METHODS
Overall, this study is a literature review of qualitative research methods.
Two approaches are applied in the discussion, namely the philology approach
and linguistic approach. The philology approach is used to provide readable
text for a wider audience. Minangkabau manuscripts written in Jawi script
require a philology approach to present the manuscript which can be
understood by a wider audience through text editing. The linguistic approach
is used to analyze the linguistic aspects concerning the phenomenon of the use
of Malay and Minangkabau in Minangkabau manuscripts.
The technique applied in collecting the data is literary study and textual
criticism. The word "criticism" itself means 'a judgmental attitude in facing
something, ' or we can say to 'put something reasonably' or 'give an evaluation.'
Thus, textual criticism means 'to place the text in a proper place, to give an
evaluation of the text.' In this step, the act of editing of the manuscripts’ text is
used as research material. The results of the editing will be analyzed by
applying linguistic approach. Various aspects and phenomena of the use of
Malay and Minangkabau languages will be described and analyzed
qualitatively.
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RESULT
Minangkabau language is an oral language that began to form the variety
of writing after the coming of Islam. It is written in Jawi script. Based on some
notes, this script was widely known in Minangkabau in the 18th century. By
the recognition of this script, many repertoires of Minangkabau oral literature
was written, and Jawi literacy reading activities are still done until now,
although it is rarely done.
It is possible for Minangkabau people to write in Malay because
Minangkabau people feel that Minangkabau language is quite similar to Malay
language, so if they use the vocabulary of Minangkabau language, they feel
like they have used the Malay word and no need to find a more appropriate
word in Malay. Uniquely, although being written in Jawi script (Malay), it will
be read into the sound of Minangkabau language by Minangkabau readers. For
example, 'bermula' will read as / baramulo /, 'bandar' as / banda /, / bersama /
as / basamo /, 'hidup' as / hiduik / and so on.
Interestingly, when the same manuscript is read by Minangkabau people
with different dialects will be read with different sounds too. For example, the
words 'Pekan Sabtu' will be read / pokan sotu / by Minangkabau people with
Payakumbuh dialect and / pakan sabtu/ by Padang dialect speakers. Departing
from that phenomenon, this paper will review some aspects of socio-cultural
problems of language in the manuscripts traditions in Minangkabau.
From several Minangkabau manuscripts written in Jawi script, those
linguistic phenomena are found. Simply can be seen in Table 1 below.
Table 1. The use of Malay and Minangkabau in Minangkabau Script
No.
Written in the script
To be read in Malay
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
کربو
تيڠڬل
هيڠڬب
کافل
بند
تيڠڬل
امس
تيف
اتس
دکنل
اکر
تمفت
امفت
سبركت
سل مت
سمبيل
kerbau
tinggal
hinggap
kapal
bunda
tinggal
emas
tiap
atas
dikenal
akar
tempat
empat
si Berkat
selamat
sambil
343
To be read in
Minangkabau
kabau
tingga
hinggok
kappa
bundo
tingga
ameh
tiok
ateh
dikana
aka
tampek
ampek
si Barakaik
salamek
sambia
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كاچيل
سدتوس
فولوت
سومور
17.
18.
19.
20.
kecil
sedetus
pulut
sumur
kaciak
sadatuih
puluik
sumua
In fact, there is very close kinship relationship between Malay and
Minangkabau. Regarding phonetics and morphology in Minangkabau and
Malay languages can be noted from the following Table 2, 3 and four below.
Table 2. Sample of the spread of Minangkabau Language Special Vocal
Vocal
E
o
a
The Spread in Minangkabau
kuek
galeh
luko
kudo
dado
baban
katam
kapa
kaba
tuka
The equivalence in Malay
kuat
gelas
luka
kuda
dada
beban
ketam
kepal, kapal
kabar
tukar
Table 3. Sample of the spread of special diphthong of Minangkabau
Diphthong
ia
ua
ui
The spread in Minangkabau
aia
bayia
li(h)ia
kaniang
adiak
putiah
ikua
dapua
cindua
kaua
iduang
duduak
gurua
iduik
sujuik
laruik
luruih
ambuih
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The equivalence in Malay
air
bayar
leher
kening
adik
putih
ekor
dapur
cendol
kaul
hidung
duduk
guruh
hidup
sujud
larut
lurus
hembus
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Table 4. Sample of special morpheme in Minangkabau Language
Prefix
Ta
Ba
Suffix
Nyo
no
e
a
o
The spread in Minangkabau
taganang
tapijak
tajatuah
bajalan
bakato
baimbau
bapakai
Rumahnyo
rumano
rumae
rumaa
rumao
The equivalence in Malay
tergenang
terpijak
terjatuh
berjalan
berkata
berhimbau (dihimbau)
berpakai (dipakai)
Rumahnya
rumahnya
rumahnya
rumahnya
rumahnya
DISCUSSION
The dualism of the legibility of Minangkabau literary texts that use ArabMalay script at least caused by two main factors. The first factor, as expressed
by Tamsin Medan (1981: 22), that Minangkabau language has no written
tradition – this written tradition relatively new. The introduction of this
tradition is in line with the introduction toward the Malay Language through
Arabic-Malay spelling. Therefore, in written language, Minangkabau people
tend to use Malay Language (now Indonesian Language).
The tendency of Minangkabau people to write in the Malay language
because of several things. First, at first glance, the Malay language seems to be
slightly different from Minangkabau, only in term of pronunciation. Also, nonlinguist of Minangkabau people also feel that Minangkabau language is less
different from Malay so, if they use Minangkabau vocabularies in Malay
language or when speaking in Malay, they feel like they have used Malay
words and no need to find the appropriate word in Malay. Many scholars also
claim that the two languages come from single language family, that is
Malayo-Polynesian family or which now commonly known as the
Austronesian language family (Moussay (1998: 12).
Secondly, Minangkabau language does not has written tradition, this
tradition is relatively new in Minangkabau. The introduction of written
tradition is in line with the introduction through the Arabic-Malay spelling.
Therefore, in the written language, Minangkabau people tend to use the Malay
language.
Third, there is a tendency to Indonesianezed the words derived from
Minangkabau language to Indonesian language and consider himself to speak
Indonesian. It can be seen until now in Minangkabau society. The names of
places such as Tabiang, Lubuak Bagaluang, Padang Laweh, Alang Laweh,
Limapuluh Koto and Kubu Karambia, are each indonesianized into Tabing,
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Lubuk Begalung, Padang Lawas, Alang Lawas, Lima Puluh Kota and Kubu
Kerambil.
In Malay-Indonesian society, the use of the Jawi spelling has only ceased in the
printed manuscript-until the beginning of the 20th century. Its role is replaced by a
spelling that uses Latin script. Malay writing with Latin script began in 1901 when
Ch. A. van Ophuysen aided by Engku Nawawi gl. St. Makmur and M. Taib St.
Ibrahim published Kitab Logat Melajoe, which is the first official Latin spelling guide
for Malay in Indonesia.
Surprisingly there is no written relic that uses "Minangkabau script." It is
estimated that the relic may have existed, but it has been destroyed by time and natural
processes. There is also the possibility that the extinction is due to the Islamic
purification movement taking place in Minangkabau. Everything regarded as nonIslam is destroyed, including the writing (Kozok, 1999: 65-66).
CONCLUSION
From the language phenomenon in writing Minangkabau manuscripts
prove that in written communication, Minangkabau people tend to use the
Malay language. It may also be said that in writing communication,
Minangkabau people do not have writing tradition using Minangkabau
language, but tends to use the Malay language.
In the transliteration of manuscripts (text editions) the Minangkabau
texts to the Malay language lies in two interconnected, namely, first at the level
of transliteration ease, and the second lies in the level of readability. The
second alternative-as well as to overcome the weaknesses which possibly
found in the transliteration to Malay language-is transliteration to
Minangkabau language. However, this transliteration effort (resulting in a text
edition) must be accompanied by the translation into Indonesian (if intended
for a wider audience of Indonesians) and into English (if intended for readers
in international scale).
REFERENCES
[1] Behrend, T.E., Katalog Naskah-Naskah Nusantara Jilid 4. Jakarta: Yayasan
Obor Indonesia-Ecole Francaise D‘Extreme Orient, 1998.
[2] Iskandar, Teuku, 1999, Catalogue of Malay, Minangkabau, and South Sumatran
Manuscripts in the Netherlands, I-II, Leiden: Documentatiebureau IslamChristendom.
[3] Juynboll, H.H. 1899. Catalogus van de Maleische en Sundaneesche
Handschriften der Leidsche Universiteit – Bibliotheek. Leiden: E.J. Brill.
[4] Kozok, Uli, 1999, Warisan Leluhur: Sastra Lama dan Aksara Batak, Jakarta:
EFEO dan Kepustakaan Populer.
[5] Medan. Tamsin. 1981. “Bahasa Minangkabau, di Sebelah atau di Bawah Bahasa
Melayu?: Suatu Studi Pendahuluan Berdasarkan Penelitian Dialektologis” dalam
Bahasa dan Sastra. Thn. VII Nomor 3. Jakarta: Pusat Pembinaan dan
Pengembangan Bahasa.
[6] Moussay, Gérard, 1998, Tata Bahasa Minangkabau, Diindonesiakan oleh
Rahayu S. Hidayat, Jakarta: Perpustakaan Populer Gramedia.
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[7] Pramono, 2010, “Direktori Penelitian Naskah di Minangkabau”, dalam Filologi
dan Islam Indonesia (Oman Fathurahman dkk.,), Jakarta: Puslitbang Lektur
Keagamaan, Depag.
[8] Ricklefs, M.C. dan P. Voorhoeve. 1977. Indonesia Manuscripts in Great Britain.
Oxford: Oxford University Press.
[9] Ronkel, Ph. S. Van. 1909 . “Catalogus der Maleische Handschriften in het
Museum van het Bataviaasch Genootschap”, VBG deel LVII. Batavia: Albrecht
& Co.
[10] Sutaarga, Amir dkk. 1972. Katalogus Koleksi Naskah Melayu Museum Pusat
Dep. P&K. Jakarta: Proyek Inventarisasi dan Dokumentasi Kebudayaan
Nasional Direktorat Jenderal Kebudayaan.
[11] Yusuf, M. (Penyunting). 2006. Katalogus Manuskrip dan Skriptorium
Minangkabau. Tokyo : Centre for Documentation and Area-Transcultural
Studies, Tokyo University of Foreign Studies.
[12] Zuriati dan M. Yusuf. 2008. “The Digitisation of Minangkabau’s Manuscript
Collections in Suraus”. (Laporan Penelitian pada Programme Endangered,
British Library, London).
AUTHOR’S BIOGRAPHY
Dr. Pramono was born in Medan, December 12, 1979. He is a full-time
lecturer in the Department of Minangkabau Literature, Faculty of Humanities
at Andalas University in Padang, Indonesia since 2003. He has actively
searched for manuscripts owned by individuals spread all over the
Minangkabau region (West Sumatera province) since 2002. He earned his
Doctoral degree from the Akademi Kajian Melayu, Universiti Malaya, Kuala
Lumpur in 2015 and wrote a dissertation entitled ‘Wacana Maulid Nabi di
Minangkabau: Kajian tentang Dinamikanya terhadap Naskhah-Naskhah
Karya Ulama Tempatan’ (Discourse of the Prophet’s Birthday in
Minangkabau: A Study of its Dynamics in the Manuscripts Written by the
Local Muslim Scholars).
Drs. M. Yusuf, M.Hum was born in Gunung Melayu, March 9, 1962. He
teaches at the Department Indonesian Literature, Faculty of Humanities at
Andalas University. He has actively involved in the program of preserving and
studying Minangkabau manuscripts. He is the editor of book “Katalogus
Manuskrip dan Skriptorium Minangkabau” published in 2006.
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BATAK SIMALUNGUN CLAN NAME: SARAGIH
Purnama Rika Perdana
FIB Universitas Indonesia
purnamarikaperdana@gmail.com
Abstract
Clan names are used in a few ethno-linguistic groups in North Sumatra, Indonesia.
In Batak Simalungun culture, a classic naming system which is called as marga has
been practiced for many centuries to describe someone’s genealogy, kinship, and
hierarchy. The Batak Simalungun clan system is hierarchical, with clans structured
into sub-clans, each with their name.There are four main clans in Simalungun area;
Sinaga, Saragih, Damanik, and Purba. However, this study looks at the Saragih clan.
A name is a linguistic product which consists of one or more words. A name has its
meaning and can be analysed not only literally but also historically. In anthroponymy,
every proper name consists of motivation attached to a group of words with a lexical
meaning. This is related to etymological meaning of every name. This study uses a
qualitative approach in studying the clan naming system. The data comes from 415
heads of Saragih households who were identified from official records. The study
explores the concept ofanthroponymy inBatak Simalungunby analyzing the meaning
of each clan names etymologically and semantically. The study found that the clan
and sub-clan name are related to names of places, jobs, and local beliefs.
Keywords: anthroponymy, Batak Simalungun, clan names, Saragih clan.
INTRODUCTION
A classic naming system which is called as margahas been practiced by
Simalungun people for many centuries, from the oldest generation to the latest
one(Agustono: 2012). Marga is a clan name which is added to someone’s
given name. When a baby was born in Simalungun family, he or she would
receive the same marga as his/her father. This marga is attached automatically
to the baby’s given name as his/her last name. However, Simalungun culture
is patrilineal; only father could give his marga to his children. A woman cannot
do the same, but every woman has the same right in owning the samemarga
like her father. Marga plays an important role in Simalungun traditional life.
It is used to distinguish someone position in adat (tradition), horja-horja
(traditional party, celebration, or ritual) and alsopartuturon (greeting or
address).Someone will be called by a certain address based on his marga and
his position in adat, such as tulang (uncle), bou or atturang (aunt),
botou(sister), amboru (mother in law) and kelaor makkela (father in law).
A name added to something or someone is used to differentiate certain
thing or a person. In anthroponymy, the analysis about names is focussed on
the use of the proper name. The analysis about the proper name is divided into
two aspects: (1) anthroponymy, and (2) toponymy. Anthroponymy is a study
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about personal name while toponymy is a study about place name. This
research exclusively discusses personal names by analysing the anthroponymy
pattern of Batak Simalungun clan name. There are three basic elements in the
personal name which are called as praenomen (given name), nomen (family
name), and cognomen (nickname). These classifications are based on the
ancient Roman names but, in this modern era, personal name is divided into
two parts; forename or given name and surname or family name (Hanks: 2006).
However, the function of a clan name or marga is similar to a family name
because a clan name alsodescribes someone’s genealogy, kinship, and
hierarchy.
In anthroponymy, every proper name also consists of motivation which
is attached to a group of words with a lexical meaning. Studying a name will
relate the etymological meaning of every name (Langendonck: 2013). In other
words, anthroponymy is not just a simple discussion about a name, but the
analysis of it may involve other aspects such as the history of a family,
migration, politic and socio-cultural condition of the people in a certain period.
Besides, a name has its meaning and can be analysed not only literally but also
historically (Lehrer: 2006). Many related studies about names can be found
easily in books, onomastic journal, and other linguistic research project but,
unfortunately, the study about Indonesian clan name systems or certain ethnic
group name is still limited.
The Batak Simalungun clan system is hierarchical, with clans structured
into sub-clans, each with their name. There are four main clans in the
Simalungun area. These are Sinaga, Saragih, Damanik, andPurba. However,
in this research, the writers focus on the Saragih clan and sub-clans only. In
general, Saragih clan has several sub-clans that mostly used by Simalungun’s
ancestry until now. As the significance of this study, the writer would like to
analyze Saragih and its sub-clans names to find the anthroponymy pattern of
Batak Simalungun clan name system. Also, the writer would like to explore
the concept of clan name in Batak Simalungun society by analyzing the
meaning of each clan names etymologically and semantically.
METHODS
This study used qualitative approach supported by anthroponymy theory.
The data were taken from 415 heads of Saragih households taken from
DinasKependudukandanCatatanSipil Sumatera Utara (Civil Registration and
Population Affair Agency) in the form of KartuKeluarga (KK) or letter of
family identity. The writer collected these names from 7 districts in
Simalungun regency. These districts were chosen by using purposive sampling
to find the exact description of Saragih clan name’s users. From all 415 heads
of Saragih households who were identified from official records, the writers
found that there are 13 sub-clans which belong to Saragih clan. These clan
divisions can be seen completely at the next page.
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This study also supported by library research and interview technique.
Since marga or clan name is a linguistic product built up by words, the analysis
of every clan name involved semantic and linguistic-historic aspect. The writer
analyzed not only word forming of every clan name but also the lexical
meaning of them.The lexical meaning of each clan was collected by using a
dictionary as the reference. At the end of the analysis process, all clan names
were categorized based on their meaning to find the anthroponymy pattern.
RESULT
A name is a unit of language. The meaning of a name can be found by
analysing the etimology and the meaning of the name (Durkin: 2009). In
etymology approach, analyzing the process of a name forming is important to
find the root, history, and origin of the name. The writer found that the word
Saragih is originally derived from a grammatical process of the affix sa- and
the word ragih. In SahapSimalungun or Simalungun language, ragih means
rule while prefix sa- is added as the article to show the singular form of this
word. Based on the analysis above, it is clear thatthe lexical meaning of
Saragihis ‘a rule’ or ‘one rule’. The writer also found similar clan names in
different sub-Batak culture such as Toba and Karo. In Batak Toba, Saragiis
also a clan name while in Batak Karo, it is known as Seragih.
Table 3. Similarity among Batak clan names
Simalungun
Karo
Toba
Saragih
Seragih
Saragi
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Chart 4. Saragih and its sub-clan division
Djawak
Garingging
Sidauruk
Simanihuruk
Simarmata
Sitio
Saragih
Sitanggang
Sumbayak
Turnip
Rumahorbo
Napitu
Sidasalak
Sidabalok
Studying a name will relate the etymological meaning of every name
(Langendonck: 2013). The easiest way to find information about the origin of
a name is by analyzing the root of the name itself. As every name consists of
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or was built by word(s), analyzing the root of every word used in a name is
important. Here, the writer found some information about the word
saragihfrom different languages:
Table 2. The meaning of ragih or saragih in some languages
Languages
Word Form
Bahasa Indonesia
-
Meaning
1
Malay
Ragi
Old Javanese
Ragi
sa-
Simalungun
Ragih
Sanskrit
Toba
Saragih
Saragi
Saragi
yeast. 2(Kedah Malay) color; color-pattern;
design
a part, kind of fabric or cloth
Prefix; a/an
1
rule, rules; 2well organized, rules. 3ulos
(fabric, cloth)
1
a rule 2Simalungun main marga
Bowl
One of marga in Toba
The table shows that the word ragih can only be found in Simalungun
language while in other Austronesian languages such as Toba, Malay, and Old
Javanese, the form saragih is varied from ragih and saragi. Then, after
analyzing the lexical meaning of those sub-clans, the writer found some
uniqueness meaning of each name.The meaning can be found below (Dasuha.
2015):
Table 3. The meaning of Saragih and its sub-clans
No
Marga / Sub-marga
1.
Djawak
2.
Garingging
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Sidauruk
Simanihuruk
Simarmata
Sitanggang
Sitio
Sumbayak
Turnip
Rumahorbo
Napitu
Sidasalak
Sidabalok
Meaning
Djawak/Jawa: 1 Javanese. 2flat, a flat and wide land.
3
name of Simalungun kingdom.
1
name of a village. 2Saragih sub-clan. 3giringgiring, a plant Crotalaria retusawhich is used as a
green fertilizer. Usually, it can be used as the roof
which is called as nipah.
The one who comes from a hill (uruk)
The one who digs
The eyes
Words from the spirit of dead body
Clear, pure
The richest
The name of Simalungun empress
Goat’s stalls
The seventh
Oneself, alone
Limit, boundary
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DISCUSSION
As the anthroponymy system of every local name can be analysed not
only literally but also historically, historical meaning of clan name is crucial to
reveal the real motivation behind a name. The historical meaning may lead us
to the name bearer although the owner has been long gone. Once, the name
Saragihactually refers to someone who was known as a Simalungun warrior.
Many years ago, he was asked by King Damanik to rule and control people in
Raya, one of ancient Simalungun Kingdom (Agustono: 2012). Because of his
responsibility, King Damanik gave him a title Saragih, The Lord of Raya. Then
he became The King of Raya and his name was so popular, and all his children
and grand grandchildren bear his name until now. This ancestor name finally
becomes one of famous clan names in Batak history. Until now it is believed
that all Saragihbearers in this world originally came from Raya, Simalungun.
The historical view above leads us to a conclusion that the name Saragih
originally came from the name of ancestor job. After doing a historical
meaning analysis of the whole sub-clan names, the writer found the pattern of
Simalungun clan name system that can be the used to answer the hypotheses
or research questions. The anthroponymy patterns can be seen below:
Table 3. The anthroponymy pattern of Batak Simalungun clan names
Pattern
Name of animals
Name of plants
Marga
Rumahorbo
Garingging
Djawak
Garingging
Sidauruk
Simarmata
Simanihuruk
Saragih
Sitanggang
Napitu
Name of place
Jobs
Local beliefs
Numbers
The result shows that in general, Saragih and its sub-clan names came
from some familiar things around us, like the name of place and jobs, while
the rest were taken from the name of animals, plants, numbers, and local
beliefs. These patterns explain that names, especially Simalungun clan names,
were mostly taken from the local name without involving another aspect
outside Simalungun culture. It might conclude that the anthroponymy pattern
of clan names can be seen as the local wisdom. Overall, it is true that studying
about names is not just as simple as knowing the meaning only. Every
researcher needs to learn other aspects outside the literal meaning such as the
history of a family genealogy, migration, politic, and socio-cultural condition
of the people in a period.Historical meaning, lexical meaning, and all
motivation found in creating a name were three important aspects that can not
be separated from anthroponymy analysis.
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CONCLUSION
Anthroponymy pattern of Batak Simalungun clan names shows us that
every clan name has its meaning literally and historically. Some motivations
were also involved while creating a name. Clan name is not just a simple name;
it has a special meaning and contains the human genealogy. This is why a clan
name bearer, especially Simalungun people, should know the background
history of his marga. Keeping the name alive by using and giving it to our
children is the best way to appreciate the late ancestor and to remember the old
history of human settlement.
In the end, the conclusion of this research has been drawn clearly, but
some confusing things might be found especially when tracking the history of
a clan name. This research is aimed to enrich the study about names in
Indonesia in the different overview. There are a lot of researches which focus
on anthroponymy in global but, in fact, the research about Indonesian ethnic
group such as Batak clan name is hard to find. For future research, the changing
of someone name or clan name seems to be an interesting topic. Surely that
kind of research needs further and deeper analysis about theculture, local
wisdom, and people history but hopefully, this research findinggives benefit
for those who also want to add some works in anthroponymy aspect.
REFERENCES
[1]
Budi Agustono. (2012) Sejarah Etnis Simalungun. P. Siantar: Hutarih
Jaya.
[2] Dasuha. P. (2015). Kamus Bahasa Simalungun. Pematang Siantar:
KPBS.
[3] Durkin. (2009). The Oxford Guide to Etymology. Oxford: Oxford
University Press.
[4] Hanks. P. (2013). Dictionary of American Family Names. Oxford:
Oxford University Press.
[5] Hanks. P. (2006). Encyclopedia of Language & Linguistic Vol. 9.
Oxford: Oxford University Press.
[6] Hey, D. (2000). Family Names & Family History. London:
Hambledon and London.
[7] Jones. R. (2007). Loan Words in Indonesian and Malay. Leiden:
KITLV Press.
[8] Lehrer, A. (2006). Encyclopedia of Language &Linguistic Vol.10.
Oxford: Elsevier.
[9] Mailhammer. R. (2013). Lexical and Structural Etymology. Germany:
Hubert & co.
[10] Van Langendonck. W, “Do proper names have an Etymological
Meaning?” in ICOS, 2013, Vol. XXIV, pp. 172-176.
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[11] Voorhoeve. P. (1955). Critical Survey of Studies on the Languages of
Sumatra. The Hague: Netherlands.
[12] Sibarani. R. (2004). Antropolinguistik, Medan: Poda.
AUTHOR BIOGRAPHY
Purnama Rika Perdana, S.Pd, M. Hum,is a PhD candidate in
Linguistic Department of Universitas Indonesia. She got her master degree
from LTBI Postgraduate School of UniversitasNegeri Medan in 2014, and now
she is trying to finish her dissertation about anthroponymy.
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The Language Use in The Yogyakarta Public
Advertisement
Putri Ayu Rezkiyana
English Language Study, Sanata Dharma University, Indonesia,
putri.ayurezki@gmail.com
Abstract
Yogyakarta, as one of tourist destinations, has public advertisements displayed on the
billboards or banners located in most strategic places. They are about promoting the
products, delivering certain issues, campaigns, and so on. To deliver these messages,
the advertisers apply particular language choice to attract people so that the purpose
of advertisements can be achieved well. This phenomenon becomes the concern in
this study by focusing on the language used in Yogyakarta public advertisements
which are classified into two categories; commercial and non-commercial. There are
66 data consisting of 41 or 62% for commercial items and 25 or 38% for noncommercial one. It shows various languages used in public advertisements, which are
Indonesian, English, Javanese, and mixing languages. The analysis goes on two
research questions. The first is how many frequencies of using particular languages
that occur in the advertisements, and the second one is how people response on its
languages. The discussion also includes criticism that results in presumption about
the impact of advertisements such as the increase of consumerism and today’s
imagined society in Yogyakarta.
Keywords: sociolinguistics, advertisement language, public advertisements,
imagined society
INTRODUCTION
The public advertisement is closely related to our daily life. It contains
information such as product promotions, campaigns, invitations, or events.
These advertisements are also found in Yogyakarta which is placed in the
strategic places so that people easily can see and read them. For Yogyakarta as
one of tourist destinations, the role of advertisements becomes significant to
promote products whether it is commercial or non-commercial. This kind of
phenomena arose the inquistiveness of the writer to further study about it. The
writer observes public advertisements usually displayed on the billboards,
banners, and some written on the walls. It is found that they operate languages
such as Indonesian, English, Javanese, and mixing language. The interesting
thing is how people react to the languages written there which are various,
attratictive, and somehow provocative. The data are derived from the
documentation about advetisements in Yogyakarta area, especially along the
main roads as well as in some areas outside the city.
There are two research questions suggested in this study. The first one is
what languages are available in the Yogyakarta public advertisement. This part
also describes the frequency of using particular language in the advertisements.
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Commonly, the language used adjusts the lingua franca of the area where they
exist, but in fact, the writers found various kinds of language such as
Indonesian, Javanese, English, and mixed languages (Indonesian-Javanese,
Indonesian-English, and even Javanese-English!). ‘A recognition of variation
implies that we must recognize that a language is not just some kind of abstract
object of study. It is also something that people use’ (Wardhaugh, 2010: 5).
The discussion is the result of the interviews done randomly to some students
in linguistics class from postgraduate program Sanata Dharma University.
They were asked on how they got attracted by the language use including their
opinions when reading the public advertisements.
This study which is still in the scope of sociolinguistics is closely related
to the ethnomethodology. ‘Ethnometodologists are interested in the processes
and techniques that people use to interpret the world around them and to
interact with that world’ (Wardhaugh, 2010: 266). Responding this theory,
basically, the study might be said so, but it more emphasizes on the findings
which may or may not be relevant to the given theories. In other words, the
writer does not force the findings to the theories and tends to use them to
compare with the analysis. For the last session, the writer tries to response
those two analysis results into a discussion that explains more about the
phenomena. It links the phenomenon to the linguistic and some other related
theories.
RESULT
1. Languages in Public Advertisements
To collect the data, the writer observes the public advertisements
especially in the strategic places of Yogyakarta. It is done by taking the pictures
of advertisement in the main roads such as in Jalan Colombo, Jalan Gejayan,
Jl. C. Simanjuntak, Jalan Solo, and even in the Singosari area placed the south
of Yogyakarta and some other remote areas. There are 66 data successfully
collected that consist of 41 data or 62% is about commercial advertisement and
25 data or 38% is for non-commercial one, as presented in the table below.
Table 1. The table of advertisement type
ADVERTISEMENT
TYPE
COMMERCIAL
NONCOMMERCIAL
41
PERCENTAGE
(%)
62
25
66
38
100
NUMBER
The commercial advertisements are usually about product promotion
such as book sales, fashions, music events, new restaurant menu, and trips.
They exhibit sophisticated designs and attractive language choices to catch the
people’s attention. Sometimes they highlight the information by displaying
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more about the picture rather than the description, as happened in the photo
studio advertisement which is written VALIO Studio NOW OPEN 30% disc in
which the background is close-up styled. Other commercial ads which are
similar to the previous one is about beauty clinic, written Larissa.. GRAND
OPENING – HARTONO MALL JOGJA 10 MARET 2017. Since those ads are
displayed in a big frame and placed in the pivotal locations, people are easy to
recognize them and get attracted.
Meanwhile, in term of the language, the advertisements using Javanese
are 8, Indonesian is 14, and English is 30. The rests, which are 14 data, have
language mixing in which Indonesia-English has 10, Indonesian-Javanese has
3, and English-Javanese has only one datum. Based on the data collection, it
can bee seen that the advertisement using Indonesian language places the
highest frequency compared to others. On the contratry, mixing EnglishJavanese language is less frequent of all with only 1 number of occurrences.
The data is shown as follows.
Table 2. The table of the language use in public advertisement in Yogyakarta
THE USE OF
LANGUAGE
JAVANESE
INDONESIAN
ENGLISH
INDONESIANJAVANESE
INDONESIANENGLISH
ENGLISHJAVANESE
8
30
14
PERCENTAGE
(%)
12
45
21
3
5
10
15
1
66
2
100
TOTAL
From the language use, the data shows that Javanese language is
frequently used in the non-commercial advertisements which usually contain
social appealing from government or invitation to remind people about the
environment. Mostly they are about the environment such as preserving the
river where the ads are usually placed in the area near the river. In the edge of
Code River, for instace, the board says Yen Kaline Resik, Uripe Becik (If the
river is clean, we will have a good life) and on the other side it is written as
Sanajan Aku Wong Cilik, Sing Penting Kaliku Resik (Although I am only the
poorer, importantly my river is clean). In the Jalan Mataram, near Malioboro,
it is found the words such as Sepi in Pamrih, Rame ing Gawe which the
meaning is we work together without expecting any rewards, while above the
vendors the board displays the ads of Kirab Budaya (Culture Festival, annually
held by Yogyakarta or Surakarta Palace) that is also attached the photo of
Kanjeng Gusti Pangeran Adipati Arya Paku Alam X (the prince of Surakarta
Palace). Meanwhile, similar type of advertisement written in Indonesian
language says Sampah Bikin Gerah (garbages makes uncomfortable), Jogja
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Bangkit (Get Up, Jogja), Mari..Ciptakan Sungai yang Bersih Sungai yang
Bening (Let’s Make the River Clean and Pure). However, based on the data
collection, the non-commercial advertisement is not available on the public
boards, but they might be attached on the street walls and banners.
Besides, mixing languages in public boards are also available. We can
find Indonesian-Javanese in a non-commercial advertisement which one of the
examples is on the regional champaign. It shows the portrait of the candidates
with the thanking word in Javanese saying Matur Nuwun instead of the
persuasive words written in Indonesian. Meanwhile, the mixing of IndonesianEnglish about non-commercial ads displayed in the gas station area is attached
the banner written ZERO Fatality, Kita Bisa!. Here, the phrase Kita Bisa is
from Indonesian purposed to influence people to work together against the
social wrongness. The other mixing which is Javanese-English is just
interesting by saying Jogja resik city. ‘resik’ means clean, while the city is
referred to naming the Jogja. This advertisement tries to combine the cultural
loaded word with the English which is identical and frequently comes up in the
urban or tourism area.
To be noted, Javanese advertisements are usually located in the areas
outside Yogyakarta city such as Singosari, Imogiri, and Berbah. Meanwhile,
in the city, such advertisements are also available, but the display is not
frequent compared to the Javanese advertisements in the remote areas of
Yogyakarta. In the central area, many advertisements using mixing language
are easily found, displayed by sophisticated designs.
2. Reader’s Response to the Advertisements
After knowing the typical language use in Yogyakarta’s public
advertisements, the writer interviewed some students from linguistic class how
they response towards the language portrayed in the data collection. When
asking the students about what kind of advertisement that makes them
immersed, they mostly pay attention to the ads which the language is familiar
and understandable. For a student coming from Sorong, Papua province, she
gets attracted to the book fair event held by Gramedia publisher one of big
publishing companies in Indonesia, because the advertisement offers discounts
for some book collections. She admitted that she has no problem in
understanding the advertisement suggested in the billboard which mixes
English and Indonesian. However, she had a problem to understand Javanese
advertisement. Similarly, another student from Sumba said that she hardly
recognized the advertisement using Javanese because the language is not her
vernacular and not familiar so the message cannot be construed. After living
longer in Yogyakarta, they get understood what kind of message delivered in
it. Meanwhile, advertisements using Javanese language are not problemtic for
the Javanese people since it is their mother language.
For the language mixing, it is not a prominent matter for the students.
They argue that it becomes unappropriate if the language contains grammatical
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mistakes or semantically wrong. For example, in the event invitation, we
sometimes read the phrase such as JOIN WITH US instead of JOIN US.
Semantically, those two phrases have diffferent meaning in which JOIN WITH
US is the idiom referring to living cohabitant without any legal relationship
(marriage) while JOIN US means inviting us to come/go together. If such
mistake happens, it evokes embarassment in the language term and occurs
misinterpretation. Related to this, James T. Siegel, a Professor Emeritus of
Anthropology and Asian Studies at Cornel University, through his writing in
“Berbahasa” said that language should not make people rikuh (-Javanese
language, meaning feeling awkward and inappropriate). When the language is
considered as odd, the meaning will not be delivered well.
Besides, the writer also did a brief interview to some advertisers related
to the language choice in public advertisement. Tanjung Ardhiani, a brand
manager of Dagadu Jogja, said that the language use is about the market
target.The usage of English is specifically for youth or students, while the
advertisement posted in social media is trageted for internet savy in which the
language is 80% English. Dagadu is one of well-known clothing companies in
Yogyakarta which has a special characteristic in their design. The design
includes Javanese language (although not all designs use Javanese, some others
use Indonesian language) containing something funny, ludicrous, and
encouraging by employing words which, especially, lure youths as well as
people of all ages and gender. Therefore, it can be inferred that the language
might evoke the market which is the consumers to be interested in a product.
This part can be inferred that when readers know the languages presented
in the advertisements, it means that the message implied in their language have
reached the market. From this point, the advertisers actually must have known
the target market so that the advertisements are not useless and will be
profitable. In Javanese language, for instance, it is usually used for noncommercial purposes such as regional campaign (elections) and promoting
government programs which commonly placed in the areas outside
Yogyakarta. Mostly they are natives that know Javanese language. The
candidates of political campaign utilize this geographic condition to promote
their programs to get their votes, especially from the natives. On the other side,
the advertisers use Indonesian language, English, and mixing languages in the
city by assmuing that people living in this place are more educated and have
adequate language literacy to contrue the messages. This makes them have no
difficulties in understanding the language in the advertisements. Perhaps, the
motives are also sought from the socio-economic level in which the people in
the city area have a higher level than people outside the city.
DISCUSSION
The phenomena above shows that language plays a pivotal role in
inviting, evoking, as well as encourage people to do what the advertisements
intended. Fairclough (1989: 8) criticizes the research on sociolinguistics by
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which he argues that the study is potential to analyze what else beyond the text
by emphasizing on ‘how’ and ‘why’ questions rather than ‘what’ which is
typical in sociolinguistics study. Henceforth, by this writing, the researcher
tries to reach the analysis on the critical thinking for a little bit. Let us take a
look back at the data suggested in table 1 and table 2 from the previous
sessions. The percentage of commercial advertisement is more than 50% or 41
out of 66 findings. It is added by the fact that the use of Indonesian and English
places the first and second frequently-applied language in the advertisement.
This can be assumed that the advertisers have already known the market, on
how to attract the people as they are targeted. On the other side, in Bahasa,
Citra, Media (2010), it is said that the advertisements also realize that there are
no adequate people who choose the related products. This becomes the
motivated reason for them to try hard in persuading people to be interested in
the products by offering myths contained in the language use. The myth on the
language use is something normal and natural. According to Barthes (Culler,
2003: 44), the myth can be defined is an imagined fact that is shared and
revealed. However, later, it is said that everything in this life is a part of the
myth. It builds new concept that myth is no longer something imagined, and
Barthes emphasizes that myth is a form of communication, a language (p.47).
Then, how about language in the advertisements? What kinds of myths
developed there?
The reading about the myths in the advertisements can be observed from
two types of advertisements which are commercial and non-commercial one
suggested in this study. For non-commercial ads, it wants to imagine that
Yogyakarta is a clean and peaceful city, seen from the public board that invites
people to keep the river clean and is good in this life (example: urip sing
prasojo (living wisely)). Besides, this kind of persuasion wants to show that
the Yogyakarta government concerns to the existing culture, seen from the
slogan drawn in the boards Jogja Tetap Istimewa (Jogja is still special). On the
other side, it can be inferred that the commercial advertisements are to imagine
a society which is educated, prosperous, and life-styled. This idea about
imagined society is engaged to what Ben Anderson, in his book titled Imagined
Communities, said. Through printed capitalism, there is something being
discoursed. It is reflected in the public advertisements which might potentially
contain the intention to imagine a society in Yogyakarta itself.
Another possibility of the development of public advertisements is it
presummably overcomes consumerism. Moreover, the proof is strengthened
by the data which shows the percentage of commercial advertisements is
higher than non-commercial ones. ‘Consumerism grew out of sets of
economic, technological and cultural conditions which have mostly developed
since the early decades of the twentieth century; although we can identify
consumerist tendencies in the earlier part of this period, in the 1920s for
instance, consumerism has grown in salience through the period as these three
types of conditions have developed. And, indeed, it has helped to feed its
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growth by contributing to these developments, particularly in the cultural
sphere’ (Fairclough, 1989: 199-200). By this regard, although the public
advertisements may lift the economic growth, on the other side it seems to
bring more harm than good. It is becaue people unconciously get hegemonized
by the information contained in the billboards and the banners by which they
are mostly about commercial things. Slowly, by reading them frequently, they
have appealed the public interests.
CONCLUSION
This study is not merely about the evidence of linguistic phenomena happened
in the society. From 66 advertisements analyzed in this study, there are 44
commercials and 25 non-commercials by which this shows that particular languages
are prominent. After analyzing these advertisements, some remarks are concluded in
this study. Firstly, based on the findings, Indonesian language is mostly used because
the society is dominated by the Indonesians that easily understand the words available
in such public information. Javanese language mostly exists in the area outside
Yogyakarta city and usually contains non-commercial advertisements. Meanwhile,
mixing language is much frequent in the strategic places in the city since it is assumed
that the people are more educated and have adequate language literacy. Secondly, the
language use in the advertisements is intentional. The first is to attract people to what
suggested in the advertisement languages so that the intention and the target market
can be fulfilled. The more people familiar towards the language and its content, the
more they got interested and understood the message(s). Thirdly, when the percentage
of commercial advertisement is higher than the non-commercial one, it is
presummably that the culture of consumerism may grow up from this phenomenon.
This discourse may reflect the imagined society in Yogyakarta.
REFERENCES
[1] Anderson, Benedict. 1991. Imagined Communities. New York: Courier
Companies, Inc.
[2] Barthes, Roland. 2004. Mitologi (Nurhadi & . Sihabul Millah,
trans.).Yogyakarta: Kreasi Wacana.
[3] Davis, Howard & Paul Walton (ed.). Juni 2010. Bahasa, Citra, Media.
Yogyakarta: Jalasutra.
[4] Fairclough, Norman. 1989. Language and Power. New York: Addison
Wesley Longman Singapore (Pte) Ltd.
[5] Glen, Jefrey. June 8, 2017. Advertising vs Marketing.
http://www.businessdictionary.com/article/1094/advertising-vsmarketing-d1412/
[6] http://m.economictimes.com/definition/advertising
[7] Siegel, James T. “Berbahasa” in Sadur. Sejarah Terjemahan di Indonesia
dan Malaysia. Henri Chambert Loir (ed.), Jakarta: K.P. Gramedia, Ecole
Francaise d’Extreme-Orient, Forum Jakarta-Paris, Pusat Bahasa,
Universitas Padjajaran. pp. 339-342.
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[8] Wardhaugh, Ronald. 2010. An Introduction to Sociolinguistics, sixth
edition. Chichester: Blackwell Publishing Ltd.
AUTHOR BIOGRAPHY
Putri Ayu Rezkiyana, called as Putri, is a graduate student of English
Language Studies at Sanata Dharma University, Yogyakarta, in 2016. She is
interested in linguistics since she was in the undergraduate program in English
Letters Department, Sanata Dharma University. During her undergraduate
study, she participated in Pers Mahasiswa natas (2009-2013), experienced as
reporter and deputy president. Besides, she is also keen on critical discourse
analysis, media, and cultural studies. Her published papers are entitled Dog
and “The Other Dogs” presented in Undergraduate Conference on ELT,
Linguistics, and Literature (UC PBI USD 2013), and Nationalism Today as
Reflected in the Celebration of Indonesian Independence Day published in the
proceedings of the international conference “On Reviving Benedict Anderson:
(Imagined) Cosmopolitant Communities”, January 2017, held by Realino
Study Institute. Now, she is active as the independent researcher and translator.
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Understanding of Minangkabau Culture
Through Use of Simile Language Style In the
Novel Persiden by Wisran Hadi
Putri Dian Afrinda1, Samsiarni2
Pendidikan Bahasa dan Sastra Indonesia, STKIP PGRI SUMBAR, Padang,
1
putridian_afrinda@yahoo.com)
2
samsiarniyessi@yahoo.co.id)
Abstract
This study aims to reveal that the use of language style by the author not only as a
strategy in producing literary works. The style of language can be used as one of the
media to understand the author or cultural culture that the author describes in the
literary work. The novel Persiden by Wisran Hadi is a novel about Minangkabau
culture, one of the most widely used styles is the style of simile language. The type of
this research is qualitative research by using content analysis approach, meaning that
research result will describe the relationship of cultural context presented by the
novel. The results of data analysis performed show that the use of simile language
used in the novel more simile style language that is close to Minangkabau culture, as
some terms are often used in Minangkabau custom. The use of simile language in this
novel also characterizes the life philosophy of the Minangkabau people, "alam
takambang jadi guru"
Keywords - Culture, Minangkabau, Style Language, Simile, Novel
INTRODUCTION
The author uses the social reality as the material of making a work of
literary. Literary works have never been born of a cultural void. In this sense,
it is the culture that is processed by the author in producing work. Literary
works loaded with cultural values, through our literary works are invited to
understand the diversity of cultures that exist in Indonesia.
Suc as Umar Kayam and Ahmad Tohari's works provide an overview of
Javanese life philosophy; we are invited to dive deeply into the meaning of life
for the Javanese. Likewise, Putu Wijaya's works teach us on the complexity of
Balinese life. Or modern works born from the authors Ayu Utami, Djenar
Masayu, Fira Basuki, and others that also lead us to the circle of modernity that
confronts, or we can see the corner of Indonesia that education is still bleak, as
the work of Andrea Hirata.
The authors have become their cultural transmitter. Through the works,
they produce we unknowingly have enjoyed the cultural treats. Thus, the
authorship of a person usually will not go far from the culture that magnified
him. One of the authors, in addition to several authors mentioned above who
also utilize literary works to convey messages through his literary work, is
Wisran Hadi.
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Wisran Hadi is an author who is from Minangkabau who has paid special
attention to the concerns and changes that occur in Minangkabau custom.
Through these concerns, in the works of Wisran Hadi, many use figurative
language. As for this, it is used to revive memories of the customs that have
been abandoned by today's generations.
One of the most commonly used figurative languages styles is simile
language. A simile is an explicit comparison (Keraf, 2007: 138). The simile
language style is also known as the parable style. This style of language reveals
something with explicit comparisons expressed by the prepositions and
connections, as is, like, and so on.
To understand the style of simile language in Wisran Hadi's novel,
special in the novel Persiden it is necessary to understand the contextual
meaning of the simile language style. Lyons (1977) says the contextual
meaning of words corresponds to the situation in which they are used. Different
situations give a different meaning. On the other hand, in certain situations, the
sentence will have the same meaning. In addition, contextual meaning is also
understood as information that implies the type of use of linguistic units in the
social context of society.
The definition of contextual meaning according to Tajuddin (2008) is
"meaning based on the context of the language is the relationship of all
elements of language that surrounds the words and sentences. Similarly,
relying on the context of things (circumstances) that is the circumstances
surrounding it ".
Contextual meanings are based on social conditions, situations, or places
and circumstances where words or phrases are spoken with all its elements,
whether from speakers or listeners. K. Ammer divides contextual meaning into
four types as cited by Umar (1982), as follows :
A. Linguistic Context
The context of language is a collection of sounds, words, and sentences
that can lead to a particular meaning, or all the circumstances, conditions,
and linguistic elements that surround a language.
B. Context Emotional
What is meant by the emotional context is the collection of feelings and
interactions conceived by the meaning of words, and it is related to the
speaker's attitude and the situation of the conversation.
C. Situational Context
Situational context is an external situation that may be conceived by the
meaning of a word, and it demands to have a certain meaning.
D. Cultural Context
The cultural contexts are cultural and social values; Which is contained
within a word or sentence. It is related to certain cultures and societies.
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Therefore, differences in the cultural environment in a society will result
in differences in the meaning of sentences in other cultural environments.
METHODS
The study used a qualitative-descriptive method, with a genetic case
study (Muhadjir, 2000: 60-62). Regarding stylistic research, Abrams (in Ratna,
2008: 22) argued theoretically the research is divided into two kinds, namely
traditional and modern research. Traditional research is still influenced by the
dichotomy of content and form, and what and how to describe an object.
Content includes information, messages, and proportional meanings (goals),
while the form is the (style) language itself. Modern stylists analyze formal
characteristics, including a) phonology, such as speech sound patterns, rhymes,
and rhythms, b) syntax, such as: sentence structure types, c) lexical includes
abstract and concrete words, the relative frequency of nouns, verbs, and
adjectives, and d) rhetoric that is the characteristic use of jewelry (figurative)
and parable.
The research to be done is a modern stylistical research, which is genetic
stylists that examine the stylists of an author's work. To that end, the researcher
uses the concept of modern stylistic research in data analysis by describing the
use of diction, style, and imaging to see the tendency of an author. The data of
this research are sentences or quotations relating to figurative language in the
novel Persiden by Wisran Hadi. The source of the data is the novel that
published in 2013 with 375 pages.
RESULT
Simile Language Style
The simile language style is an explicit comparison. (Keraf, 2007: 138).
The simile language style is also known as the parable style. This style of
language reveals something with explicit comparisons expressed by the
prepositions and connections, as is, like, and so on.
The data on the type of figurative simile language contained in Wisran
Hadi's Persiden novel will be described as follows;
(1) Ada monumen yang tipis seperti ornamen, berbentuk petani mengayun pacul.
(Hadi, 2013 : 7)
On quotes, There are thin monuments such as ornaments, shaped
swinging farmers form a figurative type of simile language. In the quotation
can be seen simile "monument" with "ornament." That is, the monument was
compared with ornaments because of its thin shape.
(2) ...Tidak seimbangnya antara tinggi gedung dengan tinggi gonjongnya. Jika diamati
dengan cita rasa yang agak baik dan memperbandingkannya dengan atap serta
bangunan pada setiap rumah adat, maka bangunan kantor kepada daerah dengan
gonjongnya itu, sama seperti kepala ustaz memakai kopiah yang dibenamkan,
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sehingga sebagian dahinya tertutup. (Hadi, 2013 : 14-15)
In the quotation, the office building to the area with the gonjong, just like
the head of the chaplain wearing a cap that buried, so that part of his forehead
closed is a figurative type of simile. In the quotation can be seen the parable of
"building with gonjong1" with "head chaplain wearing a cap that buried, so that
part of the forehead closed." That is, with the parable, the reader can imagine
the shape of the building with gonjong on it.
(3) Hampir semua bangunan kantor didirikan dengan atap bergonjong. Bermacammacam variasinya. Ada gonjongnya terlalu tinggi, terlalu rendah, terlalu banyak,
dan bahkan ada pula yang membuat gonjong hanya memenuhi persyaratan saja.
Satu. Seperti cula badak. Sebuah benda runcing yang mencuat di ujung sebuah
bangunan yang besar dan tinggi. Akan tetapi, atap tempat parkir, gerbang, dan
atap peneduh merek kantornya dibuat bergonjong banyak (Hadi, 2013 : 16)
On quotes like a rhinoceros horn. A pointy object sticking out at the end of a
large and tall building is a figurative type of simile. In the quotation can be
seen the parable of "building with gonjong" with "like a rhinoceros horn. A
pointed object is sticking out at the end of a large and tall building ". That is,
with the parable, the reader can imagine the shape of the building with gonjong
on it.
(4) ....olahragwan punya batas umur seperti pohon getah. Bila sudah tua tidak dipakai
lagi, kalau perlu perlahan-lahan dibuang dan ditebang. (Hadi, 2013 : 24)
In the quote, atlet have an age limit as tree sap is a figurative type of simile. In
the quotation can be seen the parable of "atlet" with "tree sap". If the view used
is a parable that is familiar with Minangkabau society. That is, tree sap is one
of the main sources of community search for farming, gardening, and farming.
With the parable, the reader can imagine the age of the athlete well.
(5) ...Padahal semua orang tahu sesuatu yang dirahasiakannya. Ibarat seekor burung
puyuh yang menyembunyikan diri. Si puyuh sudah merasa bersembunyi dengan
menyembunyikan kepala ke dalam semak-semak, sementara ekornya masih tetap
tampak. (Hadi, 2013 : 39-40)
On quote like a quail hiding is a figurative type of simile. In the quotation can
be seen the parable "like a quail that hides". That is, if the quail hides then his
head alone that he can hide, the tail will still be seen. Thus the secret that Ci
Inan is trying to conceal is already known to the public, although she already
felt the secret hide it well.
(6) ...jika semua dijelaskan, bagaimana tanggapan saudara-saudara, anak-anak, atau
cucunya kelak? Tentu mereka akan menuduhnya sebagai perempuan yang telah
1
Gonjong is roof of Minangkabau custom house
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mencoreng arang di dahi kaumnya. Telah menyia-niakan kepercayaan yang
dipertaruhkan kepadanya. (Hadi, 2013 : 41)
On the quotation, Of course, they will accuse him as a woman who has
smeared charcoal on the forehead of her people is a figurative type of simile.
In the quotation can be seen the parable "Of course they will accuse her as a
woman who has tarnished charcoal on the forehead of her people" is a parable
that explains that Ci Inan has done something embarrassing for her people.
That is, smearing the charcoal to the forehead is an act that not only add to
shame yourself but also her people.
(7) ...Tidak seperti pada masa lampau lagi, suami hanya digunakan sebagai bibit atau
tampang saja untuk mendapat keturunan, sedangkan biaya hidup dipenuhi dari
hasil tanah pusaka kaum atau di bantu oleh saudara laki-laki... (Hadi, 2013 : 50)
In quotations husbands are only used as seeds or look just to get offspring, is
a figurative type of simile. In the quotation can be seen the parable "husband
is only used as a seed or look just to get offspring," which is a parable to the
position of the husband in Minagkabau langauge famous by word semenda.
At first, they are only considered as seeds to get offspring only.
(8) ....Jika mau bersembunyi harus sampai sehilang-hilangnya, dan jika memakan
sesuatu harus sampai habis sehabis-habisnya, begitu adat mengajarkan. Tidak
boleh bersembunyi di balik sehelai lalang. Tidak boleh transparan. (Hadi, 2013 :
54)
In quotation should not hide behind a weed is a figurative type of simile. In
the quotation can be seen the parable of "Can not hide behind a weed"
meaning, with if you will do no half-hearted should perform these actions with
a vengeance.
(9) ....Semenda itu sperma. Semenda tanpa sperma, sama halnya menikahkan saudara
perempuan kita dengan batang pisang. Tidak akan menghasilkan keturunan. (Hadi,
2013 : 65)
On the semenda's quote sperm. Semenda without sperm, as well as marrying
our sister with a banana trunk is a figurative type of simile. In the quotation
can be seen the parable "as well as marrying our sisters with banana stems."
That is, Semenda for Minangkabau people have a special meaning is to
continue the descendants of people, so should be selected the best seeds.
(10) .... Secara pribadi dia sangat yakin akan persoalan itu, tetapi karena tidak didukung
oleh bukti-bukti yang meyakinkan, keterangannya diragukan. Sama seperti orangorang yang pernah menyaksikan piring terbang.... (Hadi, 2013 : 71)
On quotations just like people who have witnessed flying saucers are similetype figurative languages. In the quotation can be seen the parable "Just like
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Universitas Andalas, August 24, 2017
the people who never watched a flying saucer ....". That is, what happens is
very difficult to understand by the people around him, because there is no
evidence the same as if someone says he once saw a flying saucer, then people
will doubt the vision of the person because there is no strong evidence.
(11) .... Oleh karenanya, antara Surauang dengan Persiden seperti kehidupan hitam
dan putih. (Hadi, 2013 : 91)
In the quote, therefore, between Surauang with Persiden like black and white
life is a figurative type of simile. In the quotation can be seen simile "like life
black and white." That is, there are differences in mindsets and life events that
are very opposite between Surauang and Persiden.
(12) .... Ada empat jurusan masalah yang harus ditempuh, dan masing-masing jurusan
itu mempunyai bagian-bagian atau tahapan-tahapan lain yang harus ditelurusi
dengan sangat hati-hati juga. Mungkin seperti meniti titian serambut dibelah
tujuh. (Hadi, 2013 : 142)
On quotations it may be like going through a seven-piece peacock is a
figurative type of simile. In the quotation, we can see the parable "Maybe like
walking through the bridge of the cleft is halved.". That is, with the parable,
likening that the action to be done requires caution and thoroughness, and may
be an action that is not possible.
(13) Mungkin saja seperti kata orang, membangunkan ular yang sedang tidur. ...
(Hadi, 2013 : 149)
In quotation It may be like someone said, wake up a sleeping snake is a
figurative type of simile. In the quotation can be seen the parable "Maybe just
as people say, wake up a sleeping snake." That is, the act is done as disturbing
the peace of others, and this could be bad for the relationship with that person.
(14) .... Sedangkan anak Pila seperti ayam ras lewat umur, maunya dikasih makan terus,
tetapi tidak pernah bertelur. Tidak berani bertarung seperti ayam kampung. (Hadi,
2013 : 162)
On the quote While the child, Pila like a chicken through the ages is a
figurative type of simile. In the quotation can be seen the parable "While the
child Pila like a chicken through the ages." That is, Pila children are likened
to children who are too spoiled, but because they are too spoiled to be
unproductive.
(15) ....Mungkin dia tertembak, anaknya hilang, istrinya dilarikan orang, rumag
orangtuanya terbakar misalnya. Seperti pantat beruk yang membesar menjelang
bulan purnama.... (Hadi, 2013 : 184)
On quotes As the enlarged butt in the face of the full moon is a figurative type
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of simile. In the quotation, we can see the parable of "Like an enlarged butt
before the full moon." The parable, to describe the fate that is being
experienced by the character.
(16) .... Hal yang mereka usulkan seperti batu jatuh ke lubuk saja. Jangankan berombak,
beriak pun tidak. (Hadi, 2013 : 245)
On the quote they propose something like a stone falling into the hole. Let
alone choppy; rippling is not a figurative type of simile language. In the
quotation can be seen the parable "as a stone fell to the bottom." That is, the
parable illustrates that the actions expected of others are not done by others,
so the work they do in vain.
(17) .... Mulai dari rupa, suara, terlebih bagian-bagian terdalam dari tubuh mereka.
Dalam hal ini, perempuan sama seperti pohon enau. Apa saja yang ada padanya
dapat diperjualbelikan dan dapat dijadikan komoditas. (Hadi, 2013 : 296)
On quotations Starting from the look, sound, especially the deepest parts of
their body. In this case, women just like the enau tree is a figurative type of
simile. In the quotation, we can see the parable "like the enau tree." That is,
with the parable, women likened the enau tree, which shows that women have
many functions even anything that is in women will be something of value.
(18) “Jeng. Kita ini, perempuan. Sama seperti tanaman melata. Jika tak diberi
junjungan hidup, tanaman itu tidak akan sehat, buahnya juga tidak akan baik.
Suaminya adalah junjungan kita. Jadi, bila aku menikah karena aku perlu
junjungan, itu saja. Agar hidupku terhindar dari segala macam perburuanperburuan nafsu.” (Hadi, 2013 : 351)
On the same quotation as a reptile plant. If not given life lord, the plant will
not be healthy; the fruit will not be good either. Her husband is our lord. Is a
simile type figurative language. In the quotation can be seen the imagery "like
a creeping plant." That is, women likened to reptile trees, meaning that every
woman needs a good lord/priest to be good also his life.
Based on the data of figurative simile language found then overall in this
novel Persiden, Wisran Hadi very uses the use of simile figurative language.
The parable used is also close to the Minangkabau environment which is the
social background of the novel, as well as the social background of Wisran
Hadi as the author.
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Contextual Meaning of Simile Language Style
Contextual meaning of simile language style of Novel Persiden by
Wisran Hadi will describe in the tabel below;
Tabel 1. Contextual Meaning of Simile Language Style in the novel Persiden By
Wisran Hadi.
Quote
....olahragwan
punya
batas
umur
seperti
pohon
getah.
Bila sudah tua
tidak
dipakai
lagi, kalau perlu
perlahan-lahan
dibuang
dan
ditebang. (Hadi,
2013 : 24)
...Seakan-akan
mamak Malati
yang banyak itu
dibetinakan oleh
seorang
semenda yang
kini
menjadi
suami Ci Inan,
sebuah perkara
adat yang besar,
bila hal seperti
ini
diangkat
kepermukaan.
(Hadi, 2013 : 64)
Linguistic
Context
Linguistik
contex for the
quote is atlet
have age limit
means that when
it is old, it can
not be used
anymore
and
will likely be cut
down.
Emosional
Context
The emotional
context of this
quote is about
someone who
realizes
that
when he is at
some point, he
begins to feel
useless.
Situasional
Context
The site context
described by the
quotation is the
situation about the
condition of the
people who live
farming,
gardening
and
farming with the
parable of sap tree
because not all
regions know the
tree sap.
Cultural Context
The linguistic
context in the
quotation
explains Mamak
Malati who feel
dibetinakan or in
the
sense
literally
no
longer
considered
male, so it is not
calculated and
respected
The emotional
context
illustrated by the
quotation is that
the
author
exhibits dislike
when the role of
mamak
is
omitted
by
Semenda.
Always have to
follow
the
command
of
mamak.
Its site context
describes
the
current polemics
of
the
Minangkabau
community, that
is, some of the
public order is no
longer
functioning.
The
cultural
context described
in the quotation is
about
the
Minangkabau
society's lifestyle,
which is between
brother (mamak),
sister,
and
husband
(semenda). The
pattern of life has
undergone many
shifts
The
cultural
context depicted
by the quotation is
a reflection of
Minangkabau
society which has
a
natural
philosophy
of
being a teacher, it
is seen from the
parable of the sap
tree, the society
always
has
something to do
with the natural
surroundings.
Based on the analysis of the contextual meaning done to the figurative
language used by Wisran Hadi in the novel Persiden can be seen several things
as follows. First, figurative language is used by Wisran Hadi as a medium to
uncover his anxiety and his worries against some changes in Minangkabau
customs. Second, in the use of figurative language Wisran Hadi tend to follow
Minangkabau custom philosophy that is alam takambang jadi guru, this is seen
from the use of some animal and plant names to describe a certain attitude or
character. Third, Wisran Hadi tends to use figurative language to sustain
characters and story atmosphere.
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DISCUSSION
The Connection of Contextual Meaning to the Cultural Understanding of
Minangkabau Society through Figurative Language Analysis in the Novel
Persiden Karya Wisran Hadi
To understand the local color, in this case Minangkabau, the necessary
knowledge about the social and cultural conditions of society. Social and
cultural conditions typical of Minangkabau, among others, appear in matters
of marriage, kinship, social organization, settlement patterns, beliefs,
livelihoods, customs and changes, art, individuals in society, and self-esteem.
Having analyzed the contextual meaning of the figurative languages
found in Wisran Hadi's novel as described in Table 1. So for understanding, it
needs to be focused on the cultural meaning. The cultural meaning refers to the
culture conveyed in the figurative language.
Wisran Hadi as part of the Minangkabau community has used several
arguments (through simile style) or analogies (through metaphorical style).
The simile and metaphorical language styles used by Wisran Hadi reflect the
Minangkabau society's philosophy of life, for example by using much
imageries of animals. Minangkabau society is a society that learns from nature,
that is alam takambang jadi guru. Parables are also widely used on
Minangkabau customs, such as the position of men and women.
Minangkabau people consider marriage is one of the important pillars
in the life of society. According to Navis (1986: 194-195), the ideal marriage
for the Minangkabau community is a marriage between two Minangkabau
people. It is also related to the matrilineal system because it also affects the
traditional structure agreed upon by the community. Marriage between
Minangkabau women and men who come from outside the Minangkabau
region is seen as a marriage that will destroy traditional structures because the
child born of the marriage is not considered to be tribal. In contrast, the
marriage of women from the Minangkabau region to men coming from outside
the Minangkabau region is permissible, for children born to whom the
Minangkabau are still recognized by their tribe so that they will not change the
structure of custom (Navis 1986: 194-195).
It can also be seen from some of the figurative languages used by
Wisran Hadi in the Persiden novel, which are some of the following
quotations:
(1) Tidak seperti pada masa lampau lagi, suami hanya digunakan sebagai bibit
atau tampang saja untuk mendapat keturunan, sedangkan biaya hidup
dipenuhi dari hasil tanah pusaka kaum atau di bantu oleh saudara laki-laki...
(Hadi, 2013 : 50)
(2) ...Seakan-akan mamak Malati yang banyak itu dibetinakan oleh seorang
semenda yang kini menjadi suami Ci Inan, sebuah perkara adat yang besar,
bila hal seperti ini diangkat kepermukaan. (Hadi, 2013 : 64)
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
(3) ....Semenda itu sperma. Semenda tanpa sperma, sama halnya menikahkan
saudara perempuan kita dengan batang pisang. Tidak akan menghasilkan
keturunan. (Hadi, 2013 : 65)
(4) .... Mulai dari rupa, suara, terlebih bagian-bagian terdalam dari tubuh mereka.
Dalam hal ini, perempuan sama seperti pohon enau. Apa saja yang ada
padanya dapat diperjualbelikan dan dapat dijadikan komoditas. (Hadi, 2013 :
296)
Some of the figurative languages present in the Persiden novel that
speaks of marriage are one of the above quotations, namely by likening women
to creeping beasts. Women need a lord, in this case, the husband is. In choosing
the lord, also needed caution. For Minangkabau people to choose a husband is
a job that is not easy. It takes a lot of discussions first to hold a wedding.
Minangkabau has a matrilineal system. The position of the husband is
seen as a guest and treated as a guest who will give offspring in the family
(Naim, 1984: 19). This view has an impact on the role of family arrangement.
Father of his children became someone else because the position and
responsibility have been transferred to Mamak (mother's brother). Problems
that arise in the family is handled by the mamak considered as the head of the
house. In its development, the role of Mamak, father, and niece in this system
caused much controversy (Basa, 1999: 31). Shifting values of Minangkabau
society often occur. A father can not let go of attachment and love for his son.
The inner conflict over the role of Mamak and father to man is not easily
solved. Not only that the role of conflict, but the shift of values also occurred
along with the emergence of quarrels between Mamak and niece, especially in
the matter of inheritance.
In the style of simile language used by Wisran Hadi in the novel
Persiden, many found about the parable about the matrilineal system adopted
by the Minangkabau society, one of them about the position of men in
marriage. Wisran Hadi is reminiscent of Minangkabau's past customs, such as
the Mamak function and the position of Semenda. The parables used more
reflect on customs that may be unknown to the younger generation.
The majority of Minangkabau people embraced Islam. Islam in
Minangkabau society has become a strong foundation. This is seen in the
application of Islam in everyday life. Many Minangkabau people live in
obedient Islamic teachings. Minangkabau community including a dynamic
community group and have a habit of wandering. The habit of wandering for
Minangkabau society does not only grow only in the present (Naim, 1984: 1).
The habit of migrating ancestors has been taught since antiquity, even begun
as a child. A child, especially a boy, playing, sleeping, and reading the Qur'an
in the mosque. This life arrangement makes Minangkabau boys not dependent
on their family. About custom, many Minangkabau traditional views as fixed
and unchanging. This is reinforced by not cracked because of heat, not
weathered by rain. See the quote bellow to describe that.
(1) .... Oleh karenanya, antara Surauang dengan Persiden seperti kehidupan
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hitam dan putih. (Hadi, 2013 : 91)
(2) Namun, ketika Malati hilang dari peredaran di Surauang dan kemudian secara
berbisik-bisik diketahui telah dipindahkan sekolahnya ke Diniah, orang-orang
tua seperti mendapat angin. (Hadi, 2013 : 93)
(3) .... Ada empat jurusan masalah yang harus ditempuh, dan masing-masing
jurusan itu mempunyai bagian-bagian atau tahapan-tahapan lain yang harus
ditelurusi dengan sangat hati-hati juga. Mungkin seperti meniti titian
serambut dibelah tujuh. (Hadi, 2013 : 142)
(4) ....Jika mau bersembunyi harus sampai sehilang-hilangnya, dan jika memakan
sesuatu harus sampai habis sehabis-habisnya, begitu adat mengajarkan. Tidak
boleh bersembunyi di balik sehelai lalang. Tidak boleh transparan. (Hadi,
2013 : 54)
From the above description, it can be concluded that the figurative
language that exists in a literary work, can be used as media understanding of
a particular culture. In the Persiden novel produced by Wisran Hadi as a
member of the Minangkabau community, it is certainly the most widely used
Minangkabau cultural values by the author.
CONCLUSION
Based on the research that has been done, then got some conclusions as
follows: first, in the novel Persiden by Wisran Hadi, there is dominan use to
simile language style. Second, the contextual meaning of figurative language
in the novel Persiden by Wisran Hadi is, when viewed from the context of
language, the figurative language averages explaining about the culture of
Minangkabau society, from the emotional context of figurative language used
to evoke memories or emotional feelings towards changes and memories of
customs which began to shift, from the author's site context through figurative
languages trying to present a volatile situation in Minangkabau society today,
whereas from the cultural context it shows that authors use terms that are so
close to the life of the Minangkabau people that they can become cultural
markers. Third, the contextual meaning of context with the understanding of
Minangkabau society culture through figurative language analysis in the novel
Persiden by Wisran Hadi. For example, the style of simile language used by
Wisran Hadi in the novel Persiden is often found about the parable of the
matrilineal system adopted by the Minangkabau community, one of which
concerns the position of men in marriage. Wisran Hadi is reminiscent of
Minangkabau's past customs, such as the Mamak function and the position of
Semenda. The parables used more reflect on customs that may be unknown to
the younger generation. Fourth, figurative language that exists in a literary
work can be used as media understanding of a particular culture. In Persiden
novel by Wisran Hadi as a member of the Minangkabau community, it is
certainly the most widely used Minangkabau cultural values by the author.
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Universitas Andalas, August 24, 2017
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376
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Isogashii Tokoro From Hairyo Hyougen Point of
View: A Study of Politeness in Japanese Society
Radhia Elita
Japanese Department Faculty of Humanities, Univ. Andalas, Indonesia,
radhiaelita2006@yahoo.co.jp
Abstract
This article is aimed at describing the use of the phrase “isogashii tokoro” in a
speaking activity of Japanese society. According to Ponfei, Isogashii tokoro is a
phrase which formed hairyo hyougen utterances. Hairyo hyougen is kind of utterance
to show the tolerance in Japanese language and also one of politeness form in
Japanese society. This research is qualitative descriptive which use three methods
and techniques; they are: 1) method and technique of providing data. 2). Method and
technique for analyzing data. 3). Method and technique of presenting the result of the
analysis. The result of the analysis shows that there are some situations of the use of
isogashii tokoro, that are 1) asking for help, 2) asking for answers to the other person,
3) expressing an appreciation
Keywords – isogashii tokoro,hairyo hyougen, politeness, tolerance
INTRODUCTION
The phrase form of ( ) 忙
い
(isogashii tokoro) which
consists of two words, namely isogashii and tokoro. According to Kenji
Matsuura dictionary isogashii means busy, hassle, lots of work, a lot of affairs
and tokoro word means place, point/thing, part. The details explanation can be
seen from the following example:
(1)
も忙
い 人.
Totemo isogashii hito.
'A very busy person.'
(2) 彼
勉強
忙
い.
Kare wa benkyou de isogashii.
'He is busy with his lessons. '
And tokoro word means 'place, point/thing, part,' and so on as seen in the
following example:
(3)
々
好
降
.
Ware-ware wa suki na tokoro de oriru koto ga dekiru.
'We can go down where we like'
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(4)
彼
.
良い
Sore ga kare no yoi tokoro
There its advantages lies.
(5) 難解
Nankai na tokoro.
'The elusive part'
(6)
Ima no tokoro
'For now'
From the example above, we can see some variations of tokoro word meaning.
The combination of these two words becomes a phrase ( ) 忙 い
(isogashii tokoro) and it is one of the most frequently used forms of
Japanese public communication activity. As in the following example
(example is taken from Minna no Nihongo Chukyu I, abbreviated to MNC I):
(7)
マ
ア:
忙
け
: え え,
,
い
.
教 え
い
.
山 田
.
(MNC I, 2008: 22)
Maria: Oisogashii tokoro, sumimasen. Chotto oshiete itadakemasen ka.
Yamada: Ee, nandesu ka.
Maria: In busy moments, sorry. Would you like teach me for a moment?
Yamada: Yes, what's up?
The example above shows us someone named Maria going to Yamada's
apartment to ask about the letter she received before. Before asking it, Maria
uttered the phrase ( ) 忙
い
(isogashii tokoro)even though
Maria does not know and does not see whether Yamada is busy or not. But
since Maria will ask for help and imagine Yamada might be busy, she uses the
phrase ( ) 忙 い
(isogashii tokoro) as an opening expression
that she is interrupting Yamada's activity.
The form of the above phrase is one form of politeness in Japanese society.
The politeness which always considers the image, feelings or situation of the
speech partner. The psychological burden that may be inflicted is suppressed
as little as possible which in Japanese This politeness is also examined in the
scope of hairyo hyougen's expression.
Broadly speaking Ponfei makes the scope of hairyo hyougen
expression and how to shape it as follows:
1. Kanwa Hyougen (a smoothing / softening phrase)
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There are 3 ways to form the expression of hairyo hyougen for this
group: Hyougen keishiki ya yougo no henka (Changing the form of phrase or
word used in the sentence, Bamen teki tenka (Added word, particle or phrase
in the utterance), Bamen teki shouryaku (Elimination sentence’s element)
2. Jueki Hyougen (a phrase that indicates or indicates a service or benefit
gained, whether directly or indirectly.
There are 2 ways to form the expression of hairyo hyougen for this
group, namely: chokusetsu teki jueki (receive kindness directly), Kitaikei jueki
(receive kindness with kitaikei pattern), Purasu kachi fuka hyougen
(expression with additional value)
3. Purasu kachi fuka hyougen (expression by giving additional value)
The utterance here menas, the use of phrases that try to show a good
image to speaking partner. There are three major groups of hairyo hyougen
expressions of this group, namely: expressions that provide a calm effect,
indicating familiarity and comforting the speaking partner.
4. Kokochi Yoi Kibun Hyougen / Kibun o Yoku Saseru Hyougen
Kokochi yoi kibun hyougen is an expression phrase that makes the
speech partner feel comfort, happy, convenience or dilutes the tense feeling.
Based on Penfei’s grouping, the form of isogashii tokoro isogashii
belongs to the group of expression kanwa hyougen with the disclosure strategy
of owabi hyougen.
Related to this reason, the author is interested in conducting this study
to find out how the form of phrases ( ) 忙 い
(isogashii tokoro)
is used. This study will be examined from hairyo hyougen which is proposed
by Ponfei (2004).
METHODS
Some methods and techniques of the research are applied to achieve the
goal of the research. This study applies qualitative methods that are useful to
find and analyze the meaning of the data. There are three steps are follwed,
nemaly: (1) providing data, (2) analyzing data, and (3) presenting the result of
analysis (Sudaryanto: 2015: 6). The data used for this research is written data
obtained from several websites and textbooks. The method of providing the
data is called as an observational method or precisely called as a method of
reading because the source of data is in the form of writing. The basic
technique used is tapping technique and followed by the non-participant
observational method. The methods used to analyze the data are a
distributional method and an identity method. The methods that are applied to
present the result of analysis are a formal and informal method.
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DISCUSSION
Here are the data that describes the purpose of the use of ( ) 忙 い
(isogashii tokoro) forms. The data were collected from various
sources such as Japanese textbooks used in the learning process in the Japanese
language department of Faculty of Humanities Universitas Andalas and from
the Japanese language website.
d. The use of
situation
忙 い
(Isogashii tokoro) in asking for help
Data 1.
マ ア : 忙 い
教え い
け
山田 :ええ
マ ア :
う
帰
来
も
入
い
山田 :ああ
不在連絡表
Maria : I am sorry to disturb you Yamada.
Yamada : Can I help you Maria?
Maria : When I arrived at the home, I found this in my mail box.
Yamada : Oo, this is a notification letter.
MNC I:22)
The data above is about Maria who came to Yamada’s apartment to ask about the
letter she found in her mail box. Before asking about the letter, Maria used isogashii
tokoro’s phrase although she did not directly see whether Yamada was busy or not.
Maria used this phrase since she needs some help from Yamada which maybe busy at
that time. To show the politeness, Maria uses isogashii tokoro’s phrase as an
introduction.
In addition, by using the phrase 忙 い
,
(isogashii
tokoro, sumimasen), Maria has signaled that there is a thing or request she
wants to say which possibly burden the speech partner. With these signals, the
speech partners can prepare themselves for listening, so the psychological
burden that may arise can be reduced. Minimizing the burden or loss feeling
of the speech partner is one of an effort of tolerating (kokoro kubari / hairyo
suru) in Japanese society’s communication.
Data 2.
―あ
生……
― イ
― 忙 い
恐 い
―イ イ
―実
作文
……
―ウン
―
見 い
け い
う
- Excuse me Sir/ Madam...
- I am.
- I am sorry to disturb you..
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Universitas Andalas, August 24, 2017
-
no worries.
It is about my writing..
So..
Would you like to correct it for me?
Data 2 describes a student who wants to ask for help to his teacher. Seen from the
communication strategy, after mentioning the phrase
忙 い
,
恐 入
(Oisogashii tokoro, makoto ni osore irimasu ga), the speaker
is waiting for a response from the speech partner before conveying the goal. It is used
to provide psychological readiness to the speech partner to listen to the next sentence.
This action of giving psychological readiness is a form of tolerating in Japanese public
communication called haryo.
The use of ( ) 忙 い
to the speech partner
e.
Data 3
翻訳依頼文
忙 い
う ?
考え
々申 訳
(Isogashii tokoro) in asking answer
い
当方 注文 確
在庫 減
可能
い
限 早急 注文
け
い
(https://conyac.cc/ja/questions/131253)
We apologize for disturbing you all, have you already honored our order? Our stocks
are running low, so we want to order as soon as possible.
Data 3 is a person who is delivering a message to his / her subscribers, whether the
order has been read/confirmed. Although the speakers are the customers, they still use
an opening sentence’s strategy (kusshon kotoba) as a manners/politeness in
communicating.
f.
The use of
appreciation
忙
(Isogashii tokoro) when giving
い
Data 4
イ
ン
臥牙丸
:本日
忙
い
時間 い
あ
う
い
AKC 研究センタ
イ
ン
申
当セン
タ
期間
国際人 臥牙丸関
紹
い
い 思
参
う
願い
: 栄
願い
(MNC II :104)
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Ii Jinju
Gagamaru
:Thank you for providing the time on your busyness.
I'm Ii Jinju from AKC Research Center. Allow us to
introduce the Kokusaijin Gagamaru Magazine under your
managing. We need your cooperation.
:It such an honor for me.
Data 4 above, Ii jinju a Korean researcher at the AKC research center who
wants to introduce the company Kokusaijin Gagamaru magazine. It is certain
that Ii jinju has already made an interview promise and a visit to the company
at the appointed time. Before beginning the interview, he uses the politeness
strategy ( ) 忙
い
(isogashii tokoro) first. According to the
author, it is kinds of conveying gratitude and appreciation for the time he has.
For the following data, there is a usage of variation. This use is aimed at the
parties who are not in front of the speaker.
Data 5
謝
辞
忙 い
面倒
願い 快 応
頂
各論文 著者 方々
深 感謝
著者
査読者 皆様
記
感謝 意 表
統計数理研究所 石黒 木夫氏 前田忠彦氏
場面
貴重 助言 頂
本特集
立 大
貢献
頂い
特記
(http://www.ism.ac.jp/editsec/toukei/pdf/49-1001.pdf)
To the writers who have been trying their best to fulfill our request, we extend our
deepest gratitude. We also thank the reviewers of this paper. Then, a special thanks
go to Mr. Ishiguro Maki and Mrs. Tadahiko Maeda from the center of statistics and
mathematics for his valuable advice for the publication of this special edition.
We can see from the data 5 above that the form ( ) 忙 い
(isogashii
tokoro) is also used in the preface of paper to those who have contributed to the
completion of the paper. The form ( ) 忙 い
(isogashii tokoro) is
used as an appreciation. The speaker and the speech partner do not face to face directly
in this situation. Nevertheless, the choice of language still considers the element of
politeness by using the ( ) 忙
い
(isogashii tokoro)form which
implies not only to apologize for disturbing the speech partner, but also the grateful
for the effort that has been done by other.
Data 6
村
本日
あ
う
念願
うも 忙 い
い
私 も 主
立場
い
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集
い
胃 ン 早期 発見治療 いう
胃癌 発生 いう問題 も
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
通
け
(http://medicalfinder.jp/doi/abs/10.11477/mf.1403110852)
I would like to express my gratitude to all of you who have taken the time on
the sidelines to gather here today. I want to convey about early detection of
stomach cancer and also things that can cause gastric cancer.
In this data, speakers and listeners are facing each other. This data also shows
the usage of ( ) 忙 い
(isogashii tokoro) in a formal situation,
by a speaker who talks about stomach cancer. The speaker is not sure whether
the listeners are busy or not but still, assumes that everyone is busy but has
taken the time to listen to his conversation. For that ( ) 忙 い
(isogashii tokoro)is used as an appreciation for taking time.
CONCLUSION
Having analyzed the data, the researcher found some situation of the use of
忙 い
(Isogashii tokoro), namely :
1. Asking help situation
2. Asking answer to speech partner
3. Giving or delivering appreciation
REFERENCES
[1] Iori, Isao dkk. Minna no Nihongo Chuukyuu I honsatsu. Japan: 3A
Corporation,
[2] 2008.
[3] Iori, Isao dkk. Minna no Nihongo Chuukyuu II honsatsu. Japan: 3A
Corporation,
[4] 2012.
[5] Jamashii. Nihongo bunkei jiten. Tokyo: Kuroshio Shuppan, 1998
[6] Matsuura, Kenji. Kamus Jepang- Indonesia. Kyoto: Kyoto Sangyo
University,
[7] 1994
[8] Ponfei. Nihongo no hairyo hyougen ni kansuru kenkyuu –nihongo to no
hikaku
[9] kenkyuu ni okeru shomondai -. Tokyo: Izumi shoin, 2005.
[10] Sudaryanto. Metode dan Aneka Teknik Analisis Bahasa: Pengantar
Penelitian
[11] Wahana Kebudayaan secara Linguistis.Yogyakarta: Sanata Dharma
[12] University Press, 2015.
[13] https://conyac.cc/ja/questions/131253
[14] http://www.ism.ac.jp/editsec/toukei/pdf/49-1-001.pdf
[15] http://medicalfinder.jp/doi/abs/10.11477/mf.1403110852)
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Comparison of Throne Verse Translation In
Indonesian and Japanese
Rahtu Nila Sepni
Japanese Literature, Andalas University, Indonesia, queen_nila05@yahoo.com
Abstract
This research describes personal pronominal which are showed on throne verse that
has translated in to Japanese and Indonesian language. The holly Quran that is used
for data source is the Quran which is published by Yayasan Pembinaan Masyarakat
Islam. This Quran is translated to Indonesian language. The second data source is 製
ク ア ン日本語版 sei kurua-n nihon go ban that the translation wrote in
Japanese language. This Quran is published by Japan Muslim Association. The
research questions are about the using of the personal pronominal trough the data
source. Observational method is used to collect the data. The theories used are
Translation, translation process, and translation method theory by Machali (1996).
The research conclusions are: those are the differentiation of form and number of
personal pronominal in both of the languages. In Japanese translation, there is 4 form
of personal pronominal: Arra-, kare, kami, karera. In Indonesian languages, there is
5 form of personal pronominal: Allah, -Nya, Dia, Tuhan, and Mereka.
Key words: Translation, throne verse, Pronominal, Japanese.
INTRODUCTION
Researching about translation, there are the terms target language and
source language. In this research, Al Quran that is translated by Yayasan
Pembinaan Masyarakat Islam and the 製ク ア ン日本語版 sei kurua-n
nihon go ban that the translation wrote in Japanese language became data
source. In this data source, there is a verse that used in research. Not same as
another Holly Quran, This Quran not only consists of verse that is written in
Arabic but also consists of Indonesian translation and word by word
translation. By using this Quran, make the research more easily to find the
meaning of the words in the data source.
The next terminology is target language. It is mean the language which
has been translated into another language(s). In this case, the target languages
are Indonesian language and Japanese Language, and the data sources are Al
Quran that had been translated into Indonesian language and Japanese
language. This research is not about the process of translation from Arabian
language to Indonesian either to Japanese, because the researcher is not expert
in the Arabic language, but the object of this research is the translation from
Arabian language to Indonesia and Japanese language. Trough both of the
language, what kind of differentiation appeared in the translation. Is it possible
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Universitas Andalas, August 24, 2017
if the same resource, will appear deferent translation? For the detail, here are
the research questions of this research:
a. What is personal pronominal that appears in throne verse in
Indonesian translation?
b. What is personal pronominal that appears in throne verse in Japanese
language translation?
c. How are the comparisons between those translations?
This research focus on the form of personal pronominal, even in another
way it is might be more differentiation could be found. Pronominal personal is
one of word categories that can replace nominal in a sentence or clause. There
are many personal pronominal appear in this verse. In both of the translation
also appear many personal pronominal, but the form and the number of
appeared are different.
In Al Quran there are 114 chapters and 6236 verse. This research just
analyses one of that verse that called throne verse. This verse is special among
another verse in Quran. This verse is in chapter number two, verse number 255.
One of the special things of this verse can avoid human being from evil and
another bad thing in the life. In this verse showed the power of Allah as the
god for every human.
METHODS
This is a qualitative research. The method used in this research is
translational identity method. To analyze the data, the translation of Indonesian
and the Japanese language been classified, which are the personal pronominal
appear in both of that translation. Those personal pronominal being identified
by seeing the data source, and make some comparisons between those
translations.
RESULT
Personal pronominal those appear in each translation have different
number and form. The different form is a common thing because both of the
target languages are a different language, however the number of the
pronominal personal also different. In the Japanese translation, there are 4
forms of personal pronominal, whereas in Indonesian translation there are 5
forms of personal pronominal. The first personal pronominal founded in the
Japanese language is アッ
Arra-, but in Indonesian translation translated
into Allah. The number of appearances is different among both of those
languages. Base on the main source or the data source, the appearance of
terminology of Allah is just one time. It is also once a time in Japanese
Language translation, but in Indonesian language, it is translated 8 times. This
significant differentiation appears because the Japanese translations try to
defend the original form of translation, which not occurred in Indonesian
translation. The Indonesian translation tries to minimize space between reader
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and god. The cause of that, the term of Allah, appear more often even in the
main language it just once.
Another personal pronominal is the terms refer to god. In Japanese there
are; アッ
Arra- appear 1 time,
kare appears 10 times, and
kami
also appear 1 time. Totaling there are 12 times appear of terms refer to the
meaning of god. It is quite different with Indonesian translation. It is just 11
times appear of terms which refer to the meaning of god. Those are; Allah
appear 1 time, Tuhan appear 1 time, –Nya appear 1 time, and Dia appears 8
times. It is mean, for the terminologies refer to the meaning of god, there is
differentiation on form and the number.
Furthermore, except the personal pronominal refer to the meaning of
god, there are also terminologies refer to the slave. The number and the
variation of appearances between Japanese translation and Indonesian
translation are different. In Japanese translation there is once the appearance
of the term refers to the slave. It is
karera ‘they.' In the same meaning,
in Indonesian language, there are three appearances of Mereka ‘they.'
Those are the differentiation between Indonesian and Japanese
translation trough personal pronooun in throne verse. The table below shows
the form and the number of personal pronominal appearance in that verse:
Table 1. form and the number of personal pronouns
No
Japanese
Total appearance
Indonesian
1
2
3
4
5
Arrakare
kami
karera
1 kali
10 kali
1 kali
1 kali
Allah
Tuhan
Nya
Dia
Mereka
Total
appearance
8 kali
1 kali
1 kali
1 kali
3 kali
DISCUSSION
This part describes comparison of pronoun personal that appear in the
translation of throne verse in Indonesian and Japanese language. The box
below shows the throne verse in the Arabic language.
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Allahu laa ilaaha illa huwal hayyul qayyumu. Laa ta'khudzuhuu sinatuw wa
laa nauum. Lahuu maa fissamaawaati wa maa fil ardhi. Man dzal ladzii
yasfa'u 'indahuu illaa bi idznihi. Ya'lamu maa baina aidiihim wa maa
khalfahum. Wa laa yuhithuuna bi syai-in min 'ilmihii illaa bi maasyaa-a.
Wasi'a kursiyyuhussamaawaati wal ardha. Wa laa ya-udhuu hifzhuhumaa
wahuwal 'aliyyul azhiim
Table 2. translation of throne verse both in Japanese and Indonesia language
Japanese
The read
Arra-, kareno hokani kami wa
アッ
外 神
naku, okaoni jisonsareru ogata.
Kaminmo jyukuseimo karewo
永生 自存
い
toraeru kotowa dekinai. Tenni ari
御方 仮 も 熟 睡 も chini aru subeteno monowa,
え
kareno yuude aru. Kareno
yurushinakushite, darega kareno
出来 い 天 あ 地
mimotode torinasukoto ga
dekiyouka. Kareha (hitobitono),
あ 凡
も
う
isenno kotomo igono kotowo mo
有 あ
許 shitte orareru. (6) Kareno gyoini
kanatta kotono gai, karerawa
誰
kareno ochishikini tsuite, nanimo
も
etokusuru tokorowa nainodearu.
御許 執
(7) Kareno gyokusawa, subeteno
出来 う
人 tento chiwo ootte hirogari, kono
い
futatsuwo mamotte, tsukaremo
以前
も oboerarenai. (8) Karewa
い
shikounishite shidaide arareru.
以後
も知
い
御意
適
い
外
御知識
Indonesian
(1) Allah tidak ada Tuhan
melainkan Dia yang Maha
Kekal lagi terus menerus
mengurus makhlukNya, tidak
mengantuk dan tidak tidur
KepunyaanNya apa yang di
langit dan di bumi. (2)
Siapakah yang dapat memberi
syafa'at di sisi Allah tanpa
izinNya? Allah mengetahui
apa-apa yang di hadapan
mereka dan di belakang
meraka, dan mereka tidak
mengetahui apa-apa dari ilmu
Allah melainkan apa yang
dikehendakiNya. (3) Kursi
Allah meliputi langit dan
bumi, Dan Allah tidak merasa
berat memelihara keduanya,
dan Allah Maha Tinggi lagi
Maha Besar. (QS : Al-Baqarah
: 255).
.
就い
え
何 も会得
い
あ
凡
玉
天
地
覆
も
2
広
疲
守
も覚 え
う
い
高
い
大
あ
The table shows the translation of throne verse both in Japanese and
Indonesia language. From the translations, there are significant
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differentiations. In Arabian language, it is just one verse, but in Japanese
language, the one verse become 8 sentences, even in Indonesian language
become 3 sentences. Another differentiation in particular about personal
pronoun will describe below.
Personal pronoun founded in Japanese language
There is 4 personal pronoun founded in throne verses: アッ
ARRAA
/Allah – one of the names of god/, kare /he/, kami /God/, karera /they/. The
first personal pronoun shows in Japanese translation of throne verse isアッ
ARRAA. It just appears once in the verse, like the data below;
1) アッ
外 神
永生 自存
御方
Arra-, kareno hokani kami wa naku, okaoni jisonsareru ogata.
Allah, he PART except for PART God PART NEG, live eternal PART
The second personal pronoun is
kare it is mean ‘he.' This personal
pronoun often appears in verse. The number of appearances is 7 times. This
personal pronoun refers the meaning of god, not to the person. One of the data
shows below;
2) アッ
外 神
永生 自存
御方
Arra-, kareno hokani kami wa naku, ogaoni jisonsareru ogata.
Allah, he PART except for PART God PART NEG,live eternal PART
The third personal pronoun is also referring to the meaning of god. It is
kami. This lexicon also founded in data 1. Same with the analyzing in data 1,
the term of
kami ‘God’ also have the meaning of God. This lexicon
founded once in the data source.
The last personal pronoun is
karera, it is mean ‘they.' That
lexicon found in the data below;
い
3)
御意
い
適
外
御知識
就い
え
何も会得
い
あ
Kareno gyoini kanatta kotono gai, karerawa kareno ochishikini tsuite,
nanimo etokusuru tokorowa nainodearu.
Lexicon of
karera ‘they’ refer to the meaning of human as the prayer.
To find the reference of
karera ‘mereka’ it should be read by the
context. The reference could be founded in the sentence or out of the sentence.
To finding the reference reader should read from the beginning of the text, or
the sentence surrounding. That matter applies to this data. The reference of the
word
karera ‘they’ do not appear in the sentence, but it describes in the
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whole of verse. Evidently the reference of the word
human being.
karera ‘they’ is a
Personal pronoun founded in the Indonesian language
The first personal pronoun in the Indonesian translation is the word,
Allah. It appears 8 times, different with the source language, which appears
just once time. It is hardly different between the source and the target language.
This differentiation makes the question how come to the target language is
different with the source language. The data shows that the Indonesian
translation minimizes space between references concept and the readers. The
concept is referred to the word Allah. In the word to word translation, it should
be translated by Dia ‘him’. Indonesian translation has not translated the word
to ‘Dia,' but directly being translated to the concept that is Allah. The translator
is not preserved the original form, but directly translating to the concept. The
translator did it to make the readers directly understand the reference.
The next personal pronoun is ‘Tuhan.' This lexicon appears just once. It
is mean ‘God.' The data shows below;
4) Tidak ada Tuhan melainkan Dia
Furthermore, there is –Nya which means God. The data is below;
(4a) kepunyaanNya apa yang di langit dan di bumi.
The word –Nya is also referring to the meaning of God. The data before also
have the meaning of God. Allah and Tuhan are refer to the concept of God.
These three lexicons have the same reference. The next lexicon is ‘Dia.' It akso
refers to the God. So, until this data, there are 4 lexicons refer to the god. There
are; Allah, Tuhan, -Nya, and Dia. The data using the word Dia is below:
5) tidak ada Tuhan melainkan Dia
The last personal pronoun is ‘mereka.' It is mean ‘they’ and refer to the
meaning of human as a worshiper. This personal pronoun appears three times
in the verse. The data is below;
6) Allah mengetahui apa yang dihadapan mereka dan di belakang meraka,
sedang mereka tidak mengetahui sesuatupun dari ilmu Allah
melainkan apa yang Allah kehendaki
CONCLUSION
There are many variations of the personal pronoun in the translation of
throne verse. In Japanese language there is 4 form of the personal pronoun;
Arra-, kare, kami, karera. In Indonesian languages, there is 5 form of personal
pronoun: Allah, -Nya, Dia, Tuhan, and Mereka. The Indonesian translation
makes the reader directly understand the reference to the concept, so the
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number and the variation become different with the source language. Different
from that, the Japanese translation preserves the original form or lexicon. It is
made there is no variation of form and number appear in the translation.
This research expected to be reference by other researchers which have
interest to the translation topic. There are many verses in the Quran could be
researched about the translation. That translation also could be compared with
other languages.
REFERENCES
[1]
Baker, Mona. In other Words a coursebook on translation. London and
Newyork: Routledge. 2011.
[2] Chaer, Abdul. Linguistik Umum. Jakarta: PT Rineka cipta. 1994.
[3] Kridalaksana, Harimurti. Kamus Linguistik. Jakarta: PT Gramedia
Pustaka Utama. 2008.
[4] __________. Kelas Kata dalam Bahasa Indonesia. Jakarta: Gramedia
Pustaka Utama. 2007.
[5] __________. Pembentukan Kata dalam Bahasa Indonesia. Jakarta:
Gramedia Pustaka Utama. 2007.
[6] Ramlan, M. Ilmu Bahasa Indonesia, Morfologi: Suatu Tinjauan
Deskriptif. Yogyakarta: CV Karyono. 1987.
[7] Sutedi, Dedi. Dasar-Dasar Linguistik Bahasa Jepang. Bandung:
Humaniora Utama Press. 2003.
[8] Tarigan, Henri Guntur. Pengajaran Analisis Kontrastif Bahasa.
Bandung: Angkasa. 2009.
[9] Tsujimura, Natsuko. An Introduction To Japanese Languistics. USA:
Blackwell. 1997.
[10] Yayasan Pembinaan Masyarakat Islam Al Hikmah. Terjemahan Al
quran secara lafzhiyah. Jakarta: Al Hikmah. 1980.
[11] 製ク ア ン日本語版 sei kurua-n nihon go ban. Tokyo: Japan
Muslim Association. 2014.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
The Dialectological Comparison of Minangkabau
Language in Used at The Original Area in West
Sumatera to The Shoreline Area in Riau Province and
Malaysia
Reniwati1 Noviatri2, Gusti Asnan3
1
Department of Minangkabanese Literature, Faculty of Humanities, Indonesia,
reniwati.fsua@gmail.com
2
Department of Indonesian Literature, Indonesia, noviatriyat@yahoo.com
3
Departementof History, Faculty of Humanities, Indonesia,gustiasnan99@gmail.com
Abstract
This paper will compare the Minangkabau language where are used in the area of
origin (Rao-Rao and Simalanggang in West Sumatera Provinceto the area of
shoreline (Kuok and Patapahan in Riau Province and Rembau Negeri Sembilan and
Naning Melaka in Malaysia). The background of this study has the historical aspect.
The areas of shoreline that is mentioned are the Minangkabau region passed on the
way to migrate toward the Malay Peninsula. Some of the immigrants setteled and
established in these areas. With this reason, this study has a dialectologycal field. The
Minangkabau language that is used in these areas is assumed that they are variations
of Minangkabau language. Therefore, this paper is written to find out if there are
similarities Minangkabau languages areas of origin with the language used in the
two regions over the shoreline. The aspect of language that will be compared is
lexicon. By using dialectometry method will know the level of variation of the
language used in the two regions.
KeyWords: dialectology, language, Minangkabau, original, shoreline
INTRODUCTION
Minangkabau people are famous to tend to move and stay in other places
(Merantau). Some of them had moved to Malay Peninsula. In the beginning,
they went abroad to trade, but by the years they decided to settle and
established a village. To get there, they searched the forest, crossed the Bukit
Barisan, and trace along the rivers that split the eastern part of Central Sumatra,
such as Rokan, Siak, Kampar, Indragiri, and Batang Hari river. During their
way, some of them were temporarily staying in the area near to the river before
continuing the journey. Some of them are permanently settled there building a
village and living in their original culture, Minangkabau. Therefore, there
many Minangkabau enclaves along the great rivers. The study was conducted
to prove that the isolates used at observation points are variations of the
Minangkabau language. The variation of a language geography such as dialect,
sub-dialect, and so on. Therefore, to analyze the data. The research employ
theory and methods of analysis regarding linguistics, particularly dialectology.
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A language has its area. The areas could be narrow or wide. The spread
of language use depends on the speaker's attitude toward their language.
Language expansion, for instance, is caused by the speakers when they expand
their territory. Omar (1985: 4) calls the spread of language by the spread of
speakers as migratory deployments.
The diversity of languages according to Guiraud (in Ayatrohaedi 1985:
34) can also be attributed to the existence of the relationships or the superiority
of languages brought about during the migration. The language units brought
by the nomads can change and result in many differences with the original
Minangkabau language. In this case, the isolect that surrounds the speaking
area play a role in the forming a dialect.
Variations of linguistic units can occur in the form of sounds,
morphemes, sentences, meanings, and lexicon. The language variations
discussed in this paper are limited to the lexicon. To group lexical variations,
the research employs the dialectometric framework. Dialectometry is a
statistical measurement to obtain clarity of the degree of variation of the
language in which the measurement is made by comparing the amount of data
collected from the area under study by using the formula:
S ×100 =d%
n
S = number of differences with other observation points
N = number of maps compared
D = the vocabulary distance between the compared observed points
(Seguy in Ayatrohaedi 1985: 59-60).
The grouping follows the Guiter formulation (in Ayatrohaedi 1985: 60):
under or equal to 20% are considered unequal, 21% -30% is considered speech
difference, 31% -50% is considered subdialec difference, 51% -80% is
considered dialect difference, And> 80% are considered language differences.
The application of dialectometry will prove the hypothesis of this study and
find out the extent to which the similarities and differences of Minangkabau
language originate with Minangkabau rantau languages.
METHODS
In the framework of solving research problems there are three stages of
the method used (Sudaryanto, 1993), 1) the data collection, 2) the data analysis,
and 3) the result of data analysis.
In collecting the data, the research use observational and interview
method. Each of these methods is manifested by basic techniques and
advanced techniques. For the observational method, the basic technique is
tapping technique, and advanced technique is participant technique, nonparticipant technique, and recording technique. For the method conversational
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method, the technique is intentional technique. The data then analyzed by using
reference method, particularly translational and articulatory reference
technique. The basic technique used is the technique of the decisive element.
The advanced technique used in the analysis is the immediate constituent.
After the analysis, the result is presented by using formal and informal. For the
formal method, the result will be presented using a set of symbols, while for
the informal method the data will be presented using the formulation of words
or sentences.
The population of the research data is all Minangkabau language speech
in West Sumatra, Riau, and Negeri Sembilan. The sample is the public
utterance in the area that is thought to be a migration path area of Minangkabau
people to the Malay Peninsula, namely Kuok and Patapahan (Kampar District).
The sample in West Sumatra was taken from Nagari Simalanggang in 50 Kota
regency dan Nagari Rao-Rao in Tanah Datar regency, while in Negeri
Sembilan the data are taken from Rembau.
Figure 1. Map of Origin Area (Darek) and Rantau Minangkabau
RESULT
Under the terms of the dialectometric triangle, the observed points to be
compared shall not be tangent. Therefore, the observation points to be
compared are: Rao-Rao (abbreviated RR, TP 1) with Simalanggang
(abbreviated as S, TP 2), TP 1 with Kuok (abbreviated K, TP 3), TP 1 with
Patapahan (Abbreviated P, TP 4), TP 2 with TP 3, TP 2 with Rembau
(abbreviated R, TP5), TP 3 with TP 4, TP 3 with TP 5, and TP 4 with TP 5.
Map of dialectometrytriangle can be seen below this..
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Figure 2. Dialectometry Triangel
Here is the list of lexical variation among the observation point (TP).
Tabel 1. Lexical Variation
TP 1
TP 2
TP 3
TP 4
TP 5
TP 1
V
V
V
V
TP 2
162
V
V
V
TP 3
228
232
V
V
TP 4
231
198
V
TP 5
309
317
266
265
-
From the table above it appears that the highest difference number of lexicals
is between TP 2 and TP 5 and followed by TP TP 1-TP 5, TP 2-TP 3, TP 1TP 4, TP 1- TP 3, TP 3 -TP 4, and TP 1- TP 2. After calculating the percentage
of variation level, the percentage variation number is consistent with the
previous difference figure. The following table shows the calculation results in
percentage form.
Tabel 2. LanguageVariation of Dialectometry Triangel
TP 1
TP 2
TP 3
TP 4
TP 5
TP 1
V
V
V
V
TP 2
23,21
V
V
V
TP 3
31,52
33,34
V
V
TP 4
33,10
28,37
V
TP 5
44,13
45,42
38,11
38,10
-
The percentages above are parallel to the number of lexical differences
that have been shown in the previous table. The highest percentage is between
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TP2-TP5, which is 45.42%. The highest percentage is between TP1-TP5,
which is 44.13%. Furthermore, the percentage between TP3-TP5 and TP4-TP5
is not significantly different, ie 38.11% and 38.10%. The percentage among
other TPs is below 34%. Between TP1-TP2 shows the lowest level of variation
difference, ie 23.21%.
After calculating the percentage according to the formula of
dialectometry, then obtained the formulation of the level of language variation
between the observed points are compared. The formula is as follows.
A. Nothing between observation points indicates language variation.
B. None of the points of observation indicates variation.
C. The degree of language variation between all observed points of
comparison is at the level of speech and subdialec variation.
DISCUSSION
From the calculation of the dialectometric triangle, it can be said that
such a high percentage number tends to exist between the most distant TPs.
Antarctic observations are located in different countries. Nonetheless, the
degree of variation is still at the subdialec's level of difference. In contrast,
adjacent TPs and located within the same province tend to show a low
percentage of language variation.
CONCLUSION
From the exposure of data analysis can be drawn some conclusions. In
the language used by the community at the observation points in the area of
origin with the rantau area, there are similarities and different lexicon forms.
Observation points show the highest level of variation is at the subdialect level
and the lowest level of variation is at the level of speech difference.
REFERENCES
[1] Ayatrohaedi. 1985. Bahasa Sunda di Daerah Cirebon. Seri ILDEP.
Jakarta: Djambatan.
[2] Gusti Asnan. 2007. “Penjajahan Belanda di Sumatera Barat dan Migrasi
Orang Minangkabau ke Tanah Semenanjung”. Makalah pada Seminar
Sehari Indonesia - Malaysia: Geografi Melayu dalam Perspektif Budaya,
Padang, Tanggal 10 September 2007.
[3] Lauder, Multamia Retno Mayekti Tawangsih. 1990. “Pemetaan Distribusi
Bahasa diTangerang”. Jakarta: Universitas Indonesia. Disertasi.
[4] Nadra dan Reniwati. 2009. Dialektologi: Teori dan Metode. Yogyakarta:
CV Elmatera Publishing.
[5] Nadra, Reniwati, Efriyades. 2008.“Daerah Asal dan Arah Migrasi Orang
Minangkabu di Provinsi Jambi, Bengkulu, dan Sumatera Utara
Berdasarkan Kajian Variasi Dialektal”.
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[6] Omar, Asmah Haji. 1985. Susur Galur Bahasa Melayu. Kuala Lumpur:
Dewan Bahasa danPustaka.
[7] Reniwati. 2011. “Bahasa Minangkabau dan Dialek Negeri Sembilan
dalam PerbandinganFonologis”. Makalah dalam Persidangan
Antarabangsa Hubungan Malaysia-Indonesia V (PAHMI5) di University
Malaya, Kuala Lumpur.
[8] Sudaryanto. 1993.Metode dan Aneka Teknik Analisis Bahasa.
Yogyakarta: Duta Wacana University Press.
AUTHOR’S BIOGRAPHY
Reniwati, Graduated from Unand in 1987 for bachelor degree; UI in 1995 for master
degree, and UM in 2015 for dosctoral degree (Ph.D). She is a lecturer in Minangkabau
Literature Department since 1988. Writingbooksinclude: Dialektologi: Teori dan
Metode 2009 with Nadra; Idiom Bahasa Minangkabau2012 with Nadra; Kamus
Abreviasi Bahasa Indonesia2015 with Noviatri. During the last 2 years doing
dialectology research Minangkabau language in the area of origin and rantau included
in Malaysia. Several articles published in the journal: "The Trace of MinangkabauWise in Malaysian Language", Vol.2 No.7. ISSN No.2356-2536, 2015, Scientific
Journal of PPM-UKM; "Bahasa Minangkabau di daerah Asal dengan Bahasa
Minangkabau di Daerah Rantau Malaysia: Kajian Dialektologis ", Vol.3 No.2,2016,
ISSN: 2339-1162, Jurnal Arbitrer; . "Bahasa Minangkabau di daerah Asal dan daerah
Rantau di Propinsi Riau: Kajian Dialektologis ", Vol. 19. N0.23, ISSN 1412-1689,
December 2016, Suluah journal.
Noviatri, Graduated from Unand in 1986 for bachelor dgree; UGM in 1999 for Master
Degree. Became a lecturer in the Department of Indonesian Literature since 1989.
Wrote a numberofbooks, amongothers: Kamus Abreviasi Bahasa Indonesia2015 with
Reniwati. Conducting dialectological research in origin and rantau areas as well as
research on abreviation of Indonesian language. Write a number of articles in both
domestic and overseas journals.
Gusti Asnan, Graduated from Unand in 1986 for bachelor degree; abd graduated from
Germany in 1998. Became a lecturer in the Department of History since 1987.
Become a professor of history. Write a number of books that one of them: Sungai dan
Sejarah Sumatra2016. Active writing in various journals both domestically and
abroad. Actively researching the waters and their relation to migration and about
settlement. Frequently invited as a speaker abroad.
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Improvement of the Indonesian Wrong Words
Through Technology Based Applications
Ria Febrina
Indonesian Department, Andalas University
riafebrina03@gmail.com
Abstract
This study aims to (1) describe the non-standard word that found in scientific work
and (2) create a technology-based applications, which is dotnet website page to limit
the use of the non-standard word in bahasa Indonesia writing. The results showed
that (1) the non-standard word contained in scientific work consists of prepositions,
pronouns, designate, conjunctions, and the basic vocabulary of Indonesian; and (2)
dotnet based website, namely www.ejaan.net creates to correct non-standard words
in scientific work. This application works automatically when the user enters some
words, sentences, paragraphs, or discourse into the box provided. When inserting into
the box, the non-standard words that are directly turned into red. Next to the box, the
box provided is already showing the improvement of the non-standard words. The
users can take the correction of non-standard words by using technology-based
applications into scientific papers have been edited by the technology-based editor.
Keywords: linguistic, Indonesian, the word is not standard, technology, application
INTRODUCTION
Technological developments may cause damage to the use of Indonesian
in the middle of the community. One of them can be seen when writing
scientific papers. A writer often hesitates to write certain words, such as disana
or di sana. As a result, in writing there found the writing of di sana, whereas
in other sentences found the writing of disana. Whereas, the correct writing is
di sana because di serves as a preposition. Other examples appear on the
nameplate of a physician. Some write it like praktik and some other may write
it as praktek. The correct writing is praktik. Many users do not know and ignore
this because the user of the language does not comply with the standards set.
The attitude of speaking not consistent with the rules of Indonesian has
been spreading in the midst of society. Media of technology, such as the
internet, helps people to not obey the rules of the standard. The use of nonstandardized word spread by online causing plural errors. Many words are
wrong but copied randomly without regard to the rules of correct writing.
Whereas, Indonesian has standardization agreed and formalized by the state or
government. With these rules, the use of language can be distinguished
between right and wrong. In a book Tata Bahasa Baku Bahasa Indonesia
published by the Department of Education and Culture (1988), it is stated that
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the use of language that prescribed by standardized or considered standard is
the correct language.
Technological developments that may cause damage to the use of
Indonesian in the middle of the community should be anticipated as early as
possible. One of them of course with the tools of the technology itself. Linguist
who understands the correct rules of Indonesian writing must harness
technology to restrict the use of the non-standardized word.
One of the technologies that will be used to restrict the use of the nonstandardized word in the writing of Indonesian is website based on dotnet
(.net). This application becomes a detector of the non-standardized word
automatically that it will be converted into standardized word. How to use this
page is to enter data such as words, sentences, or paragraphs into this page.
Then, this page will detect if there is a use of the non-standardized word. If
there are one or two non-standardized words, the page will automatically
correct the non-standardized word to be the standard word. Users will see a red
mark on the wrong word and also see the standardized word. Users can see the
comparison that the word used is a non-standardized word and also witnessed
improvement of the word related to be standard. If this process is done
sustainably, the users of Indonesian will be affected to begin writing the use of
standardized word in Indonesian correctly.
The tool to detect non-standardized word in the Indonesian language
itself is named www.ejaan.net. Here is the display.
Figure 1. Ejaan.net
In the first phase, this website is designed to detect kata depan, kata tunjuk,
kata ganti, and kata hubung (conjungtion).
This study is theoretically and practically helpful. Theoretically, this
research is helpful in developing the field of linguistics, especially the
linguistic of Indonesian. By exploiting the field of linguistics, it can be
determined the use of Indonesian accordance with the rules of language. In
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Universitas Andalas, August 24, 2017
addition, this study is also useful practically. This research is helpful to develop
a model of the correct Indonesian through the use of technology, namely
through a page or website with the domain as dotnet (.net). By utilizing
technology, misuse or use of the non-standardized word in Indonesian can be
minimized systematically.
METHOD
The research which will be conducted is a literature research. The
primary data sourced from research thesis written by students of the Faculty of
the Cultural Science University of Andalas. The secondary data consists of
library materials that have relevance and are supporting the research. The
object of this research is kata depan, kata tunjuk, kata ganti, and kata hubung
(conjungtion).
Steps were taken in the research “Improvement of The Indonesian
Wrong Words Through Technology Based Applications” can be divided into
three phases of research namely (1) phase of data collection, (2) phase of data
analysis, and (3) phase of presenting data analysis results.
At the stage of data collection, the data collected by listening to sentences
contained a thesis and scientific articles. Data taken from the thesis and
scientific articles based on method and technique of research suggested by
Sudaryanto (1993), namely listening to the use of words in a thesis written by
students of Faculty of Cultural Sciences. The observation is done by using
Simak Bebas Libat Cakap (SBLC) with the technique of notes. The researcher
conducted observation by noting non-standardized word on a thesis written by
students of Faculty of Cultural Sciences. The recording was made on the card
data to obtain complete data.
At the data analysis stage, it was used the method of agih proposed by
Sudaryanto (1993). Agih method was used to analyze the use of words in thesis
and scientific articles as decisive tool become part of the sentence itself, such
as. Actuator used to determine the means of the determinant in words contained
in the thesis and scientific articles in the form of power for intuitive (linguistic
intuition).
In the data collection, vocabulary contained in the thesis and scientific
articles have been classified into kata depan, kata tunjuk, kata ganti, and kata
hubung (conjungtion). According to Sudaryanto (1993), the division into parts
of the smallest element in the form of this word referred to a technique for the
direct elements or technique of BUL. This technique becomes the basic
technique in the use of agih method.
Changing of non-standard words is done by using substitute technique
proposed by Sudaryanto (1993), namely changing, substitution, replacement,
or changing technique. In more advanced technique such as replacing or
changing technique, elements that cause a non-standardized word is replaced
by the standard work by Kamus Besar Bahasa Indonesia.
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At the stage of presentation of the results of data analysis, data is
presented using the informal method. Sudaryanto (1993), informal method,
namely presentation of the results of analysis by using words or sentences.
Words or sentences are presented through www.ejaan.net because users are
also entering the data in the form of words or sentences in Indonesian.
RESULT
Improvements of non-standard words through the technology-based
application is intended to create a correct language attitude systematically.
Keraf (2001) has stated that starting on August 17, 1972 has been enacted
Presidential Decree No. 57 of 1972 which states that all forms of written
language should refer to the EYD standards, especially in the writing or
teaching at academic institutions, ranging from the lowest level (SD) to the
level of Higher Education (PT). In 2016, Enhanced Spelling (EYD) has been
revised to become Indonesian Spelling (EBI).
The Indonesian writing guidelines should serve as a guide for authors to
present writing by Indonesian standardization. Wijono (2005) states that when
a writer does not pay attention to Indonesian rule, it may result in rejection,
poor judgment, and lack of professional label. Not only in writing and writers,
but also to the image of Indonesian itself. Therefore, adherence to the speaking
attitude is a positive active participation which should be done by every citizen.
It aims to foster the realization of good and correct Indonesian.
To overcome the use of the non-standardized word in the Indonesian
language, there created www.ejaan.net containing non-standardized word and
standardized words of Indonesian. Words that are standard are listed on this
page associated with the wrong words writing, either because the author does
not know the standard word, or because of a typo. This can be seen in the data
(1) below.
1.
Menurut Stanton (2007:20), unsur-unsur intrinsik yang dipakai dalma
menganalisis struktural karya sastra, di antaranya alur, karakter, latar, tema,
sarana-sarana sastra, judul, sudut pandang, gaya, simbolisme, dna ironi. Hal
itu dapat dilihat dari kutipan dibawah ini:[10]
In data (1), there are three non-standardized words used, namely dalma,
dna, and dibawah. According to Pusat Bahasa (2010), standardized words from
the standard mentioned are dalam, dan, and di bawah. In www.ejaan.net, it has
been designed that the standard words are dalam, dan, and di bawah. When
the sentence is included into the page, non-standardized words, such as dalma,
dna, and dibawah, are automatically given particular color and converted into
dalam, dan, and di bawah. This can be seen as follows.
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Figure 2.
Examples of the other can be seen on data (2):
2. Fakta yang disampaikan oelh wartawan atau jurnalistik tdak dapat direkayasa
taau garis besar berita yagn ingin disampaikan kpada publik ditetapkan
sendiri oleh wartawan, seperti yang dilakukan Sunu. [12]
In data (2), there are five non-standard words used, namely oelh, tdak,
taau, yagn, and kpada. According to Pusat Bahasa (2010), standardized words
from the words mentioned are oleh, tidak, atau, yang, and kepada. In
www.ejaan.net, it has been designed that the standard words of oleh, tidak,
atau, yang, and kepada. When those words are attached to the page, the nonstandard words, such as oelh, tdak, taau, yagn, and kpada will automatically
color in red and changed to oleh, tidak, atau, yang, and kepada. This can be
seen as follows.
Figure 3.
In data (3) it can be seen the examples of the implementation of
improvement application of non-standard words in the page www.ejaan.net.
3. Praktek Klinik merupakan suatu kegiatan yang dirancang untuk memberikan
pengalaman belajar bagi mahasiswa dalam mencapai keberhasilan program
pendidikan. Pengalaman belajar dalam bentuk praktek klinik merupakan
kesempatan bagi peserta didik untuk menerapkan seluruh teori yang didapat
dikelas maupun di laboratorium ke dalam suatu tatanan yang nyata yaitu lahan
praktek di rumah sakit. [14]
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In data (3), there are two non-standard words used, namely praktek and
dikelas. According to Pusat Bahasa (2010), the standard words of those are
praktik and di kelas. In www.ejaan.net, it has been designed that the standard
words are praktik and di kelas. When the sentences are attached to the page,
the non-standard words, such as praktek and dikelas will automatically colored
in red and changed to praktik and di kelas. This can be seen as follows.
Figure 4.
DISCUSSION
From the three examples mentioned, it can be seen that users will see
standard words in the improvement column. Meaning that, in www.ejaan.net,
it has been created standard words corresponding to the rules of Indonesian.
When users attach a particular word, and it turns out that the word attached is
of non-standard words, it will automatically be colored in red to the words and
replaced according to the standard words. Meaning that users will notice that
he/she made an error in the use of that particular word, either due to typo
mistake, or because he/she does not know the correct standard words in
Indonesian.
At the time of checking process and improvement of words that are not
standard in Indonesian is done continually, it is predicted that it will change
the attitude of Indonesian users in writing, either scientific papers or popular
works. This is because this application guides them independently. Moreover,
they access without limit through the technology itself. The presence of
www.ejaan.net is still in an early phase: namely creation and introduction to
the public. Hence, users of Indonesian may apply them to any papers, such as
an article, opinion, essay, and thesis, especially those that are related to the use
of kata tunjuk, kata hubung (conjungtion), kata ganti, and any kosakata dasar
of Indonesian.
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CONCLUSION
Improvement of non-standard words through an application based on
technology is made by using www.ejaan.net. Through this page, users of
Indonesian will be notified that the words used in papers are not according to
the standard users of Indonesian. Furthermore, through this page, users are also
notified according to the rules of Indonesian users. With this application, it is
expected that users of Indonesian may limit the use of non-standard words that
are not by the Indonesian standards, either in a variety of writing, as well as in
spoken language.
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
Departemen Pendidikan dan Kebudayaan. 1988. Tata Bahasa Baku
Bahasa Indonesia. Jakarta: Balai Pustaka.
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa
(Pengantar Penelitian Wahana Kebudayaan secara Linguistik).
Yogyakarta: Duta Wacana University Press.
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa
(Pengantar Penelitian Wahana Kebudayaan secara Linguistik).
Yogyakarta: Duta Wacana University Press. Hal. 15—16.
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa
(Pengantar Penelitian Wahana Kebudayaan secara Linguistik).
Yogyakarta: Duta Wacana University Press. Hal. 15—16.
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa
(Pengantar Penelitian Wahana Kebudayaan secara Linguistik).
Yogyakarta: Duta Wacana University Press. Hal. 36.
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa
(Pengantar Penelitian Wahana Kebudayaan secara Linguistik).
Yogyakarta: Duta Wacana University Press. Hal. 157.
Keraf, Gorys. 2001. Komposisi. Ende: Nusa Indah. Hal. 14.
Pusat Bahasa. 2016. Ejaan Bahasa Indonesia. Jakarta: Kementerian
Pendidikan dan Kebudayaan Indonesia.
Widjono, Hs. 2007. Bahasa Indonesia: Mata Kuliah Pengembangan
Kepribadian di Perguruan Tinggi. Jakarta:Grasindo. Hal. 31.
Rezki Gendy Affefiatur. 2014. “Konflik Batin Tokoh Raihana dalam
Novel Pudarnya Pesona Cleopatra karya Habiburrahman El Shirazy.
Skripsi. Padang:Universitas Andalas. Hal. 18.
Pusat Bahasa. 2010. Kamus Besar Bahasa Indonesia. Jakarta:
Kementerian Pendidikan dan Kebudayaan.
Malau, Darli Yuliana. 2011. “Penyelewengan yang Dilakukan
Wartawan dalam Novel Kisah Langit Merah karya Bubin Lantang”.
Skripsi. Padang: Universitas Andalas.
Pusat Bahasa. 2010. Kamus Besar Bahasa Indonesia. Jakarta:
Kementerian Pendidikan dan Kebudayaan.
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[14]
[15]
Kementerian Kesehatan Republik Indonesia. 2011. “Pedoman
interpretasi
Data
klinik”,
diakses
melalui
file:///D:/My%20Documents/Downloads/PEDOMANINTERPRETASI-DATA-KLINIK.pdf pada 29 mei 2016 pukul 16.56
WIB.
Pusat Bahasa. 2010. Kamus Besar Bahasa Indonesia. Jakarta:
Kementerian Pendidikan dan Kebudayaan.
404
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Implicature in Blackberry Messenger Display Picture
About The Rising of Fuel Prices
Rini Afrilesa. J
English Department, Muara Bungo University, Indonesia,
afrilesananda85@gmail.com
Abstract
This research is aimed at describing the implicature containing in blackberry
messenger display picture about the rising of fuel price. The objectives of this writing
are to explain the types of implicature containing in blackberry messenger display
picture about the rising of fuel price, to analyze the meaning, and to identify its
pragmatic functions. This research applied descriptive qualitative research in which
the data are obtained from blackberry messenger display picture about the rising fuel
price. The data are collected by observational method supported by note-taking and
interviewing technique. Data analysis is conducted by referential identity method.
The result of analysis is presented by formal and informal method.After analyzing the
data, it is found that there are four types of implicature. They are (1) generalized
conversational (31%) ; (2) particularized conversational ( 38%); (3) scalar (10%);
and (4) conventional implicature (21%). The most commonly type found is
particularized conversational implicature. This is due to the specific context in this
implicature to make indirect speech. Besides, the users of blackberry messenger can
also express their ideas is to quip and humor doing. The using of specific context to
saved the threatening face of hearer. The meaning of implicature shows that the users
of Blackberry Messenger disagree about the rising fuel prices (93%) because they
knew the effect from the rising fuel prices is burden the people to fulfill their needs in
the future. There three functions of implicature indicated. They are (1) assertive
(41%), (2) directive (7%), and (3) expressive function (52%). Expressive function
dominantly occurs in blackberry messenger display picture about the rising fuel
prices. This is caused by the presentation of expressing feeling to quip. The function
of the least discovered is directive function as speaker in this case does not directly
provide influence through direct speech.
Keywords
:implicature, display picture, rising of fuel price
INTRODUCTION
The implicature as a form of speech that has a hidden meaning in the
conversation is a pragmatic form of study. Pragmatic fields tend to examine
speech function or language function rather than form or structure. In other
words, pragmatics are more inclined to functionalism than to formalism. This
is in line with the pragmatic notion put forward by Levinson (1987), which is
the study of the use of language or language study and functional perspective.
In an implicature there is an implication behind the spoken utterance. The
implications of the speech are expected to be interpreted by the hearer,
although the speaker does not explain the meaning of the actual speech.
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The implicit or implied meanings in implicatures are used not only in
everyday conversations but also used in use in other specific language areas
such as advertising language, culture, news, politics and social media. Social
networking or social media is a medium where people can interact without
being limited by space and time. Along with the development of social media
many providers are providing social networking services; Starting from
Friendster, Facebook, Twiitter, Instagram, Yahoo Group, Blackberry
Messenger and etc. However, the most popular social network is Blackberry
Messenger (BBM). BBM users can also use their photos in the display picture
(DP) section as user identification. However, with the widespread use of BBM
services, the DP section not only contains user identification information but
has also expanded with the use of various images with certain purposes.
Current DP usage is not just a photo of the owner, many found DP in the form
of images accompanied by a lingual form of phrases, clauses, or sentences. The
use of drawings and lingual forms in the DP is often a form of expression of
the BBM owner's feelings, thoughts, or ideas about a particular situation, and
event. In expressing ideas or thoughts, BBM users often use lingual forms that
have an implied form. Usual users use indirect speech that implicitly implies
so as not to convey their feelings or ideas directly.
Ellis (2013) conducted research on DP BBM entitled Discourse in
Blackberry Messenger Display Picture whose research aims to describe the
discourse in DP BBM. Descriptions include discourse phrases (assertive,
impositive, expressive, and commissive). This research uses documentation
technique. The data studied is DP BBM and instrument used in the form of
Blackberry mobile phone. In this research, there are 110 DP sentence data.
In this study, the author focuses on a very interesting political issue to
discuss. Political issues are a very important issue, especially in times when
people feel uncomfortable and disagree with government policy. This
disagreement can be expressed through physical resistance as well as nonphysical resistance such as protest or criticism. Issues that often become
protests or public criticism is the issue of rising fuel prices (BBM). This is
because the increase in fuel prices affects the economic stability and
purchasing power of the people. The rise in fuel prices is usually followed by
increases in prices of other goods and services. Therefore, every time there is
an increase in fuel prices usually always lead to pros and cons in society that
ultimately lead to protests or criticism of government policy. BBM service as
a means to express disapproval or criticism becomes a quite effective
alternative because every BBM user can easily convey his ideas or feelings to
DP.
Based on the problems above, this research has two purposes to identify
the types and meaning of implicature contained in DP BBM about the
increasing of fuel price. Then Analyze the function of implicature use
contained in DP BBM about the increasing of fuel price.
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Universitas Andalas, August 24, 2017
The benefits expected with this research can be divided into two, namely
theoretical benefits and practical benefits. Theoretical benefits increase insight
on the study of language, in this case from the side of pragmatic and enrich the
treasure of implicature understanding in analyzing DP BBM. Practical Benefits
that can be a source of knowledge for the public about implicatures in DP
BBM, Can be an inspiration and knowledge, especially for the next researchers
who will also examine the implicature especially in social media and provide
understanding to the public that not only politicians who are able to give
opinions. They easily respond to government policies, ordinary people are able
to tell their ideas, thoughts, protests and aspirations through social networks
such as BBM with more varied.
METHODS
This research is a descriptive qualitative research type. In this study aims
to describe data, ie data in the form of implicature use based on type, meaning
and function that affect implicature in DP BBM about the increasing of fuel
price. This study aims to create a systematic, factual, and accurate description
of the data, properties and the relationship of the phenomena study.
The source of substantive data is if the source is tangible and the same
type with the actual research data. In this research the sources of substantive
data is the form of DP BBM about fuel price increase both verbal and
nonverbal. The locational data source is the origin of the lingual data. The
source is the producer or the "creator" of the language. The source is none other
than the speaker. The locational data source in the study refers to the speaker
who speaks the utterance in DP BBM against the rising of fuel price.
At the stage of data collection, the author collected data using the refer
method, the record technique and interview. The author observed the use of
the existing fuel user DP on the author's own contact. Observations were made
for five days since the stipulated fuel price hike, from November 17, just after
the JW president announced that the fuel price would rise on November 18,
the data was collected until November 22, 2014. This is because the data
contained on November 22, 2014 to over experiencing data repetition.
Interview conducted to BBM service users who use DP BBM about fuel price
increase through BBM message. Then, the data were recorded into the data
card.
To analyze the data used method of padan. It is possible that the method
of matching is based on the assumption that the language under study already
has a relationship with things outside the language in question (Sudaryanto,
1993: 14). The method used is a reference padan. Referral reference method is
used to look at things related to the data and refer to specific referents in
implicature speech. In step analyze data author did classification data by using
data card. In the data card there are speech, context, classification type,
meaning and function implicature. Furthermore, the author perform the
analysis based on the theory associated with implicature analysis and recorded
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it on the data card. Then, the author made the classification of types and
meanings, and the implicature function of each speech. So the autho has gotten
the type and meaning of implicature and pragmatic functions.
RESULT
Based on the results of the analysis, the type of implicature in the DP
BBM about the increase in fuel prices there are several types used by BBM
service users, namely generalized conversational, particularized
conversational, scalar, and conventional implicature. The results of the
analysis on the type of implicature on DP BBM about the the increasing of fuel
price are shown in the following table:
Table.1 Types of Implicature in Blackberry Messenger Display Picture About
The Increasing of Fuel Price
No
Types
Data
Total
1
Generalized conversational imlicatures
1, 10, 15, 18, 19, 23,
26, 27, dan 29
9
2
Particularized conversational
implicatures
2, 6, 7, 9, 11, 12, 13,
21, 24, 25 dan 28
11
3
4
Scalar implicatures
Conventional implicatures
5, 16, dan 20,
3, 4, 8, 14, 17, dan 22
3
6
The results of the analysis on the implicature in DP BBM on fuel price
increase indicate that, BBM service users tend to use implicit meaning as a
form to express their ideas and thoughts on government policy. Furthermore,
on the implicature meaning contained in the DP BBM about fuel price increase
there are several meanings, namely do not support the increasing of fuel prices
and support the increasing of fuel prices. The results of the analysis of the
implicature meaning contained in the DP BBM about the fuel price increase
can be seen in the following table:
Table.2 Implicature Meaning in Blackberry Messenger Display Picture About
The Increasing of Fuel Price
NO
Meaning
1
Do not support the increasing of fuel
price
2
Support the increasing of fuel prices
Data
1, 2, 3, 4, 5, 6, 7 8, 9,
10, 11, 12, 13, 14, 15,
16, 17, 18, 19, 21, 23,
24, 25, 26, 27, 28 and
29
20 and 22
Total
27
2
From the analysis of implicature pragmatic function contained in DP
BBM about the increasing of fuel price there are some function that used by
the BBM users. The results of the analysis of implicature pragmatic function
in DP BBM about fuel price increase can be seen in table 3 below:
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Table.3 Implicature Pragmatic Function in Blackberry Messenger Display
Picture About The Increasing of Fuel Price
NO
Function
1
Assertive
2
Directive
3
Expressive
Data
2, 6, 8, 12, 13, 15, 16, 17, 19,
21, 26, and 29
20 and 22
1, 3, 4, 5, 7, 9, 10, 11, 14, 18,
23, 24, 25, 27 and 28
Total
12
2
15
DISCUSSION
From the table 1, it can be seen that the type of implication contained in
the DP BBM about the most dominant increase in fuel prices is a kind of
particularized conversational implicature, which refers to the speech that
has a specific context to understand the speech. In the particularized
conversational implicature type of conversation the BBM service user involves
a specific context to understand his or her speech. In addition to the kind of
particularized conversational implicature, the type that occupies the next most
common position is the type of generalized conversational implicature. The
indicator of the type of public conversation implicature is the general context
that is bound to the speech contained in the DP BBM about fuel price increases.
Users of BBM services provide a common context to be easily understood by
the hearer. All the types violate the maxim of quantity, quality, relevance, and
manner because to express its appreciation for the increasing of BBM price
more using the form of satire and scolding.
The table 2 above shows that the users of BBM service in expressing its
appreciation give two different general meanings in its speech. The implicature
meaning used by BBM service users consists of do not the increasing of fuel
price and support the increasing of fuel price. The most dominant meaning
used by BBM service users is not supporting the increasing of fuel price
because of the tendency of BBM service users who aim to convey their ideas
in protesting the government policy does not support the increasing of fuel
price. It thus shows that the users of BBM dominant do not support the rising
of fuel prices.
Base on table 3 shows that pragmatic function of implicature in DP BBM
about the most dominant increase of fuel price is expressive function. This
expressive function exists because speakers, especially BBM service users
want to show their psychological attitude to a situation. The phenomenon of
rising fuel prices make BBM users give their ideas and protests through the
BBM DP. In addition to having expressive functions, the pragmatic function
of the implicature occupying the most position is the assertive function.
Assertive function is used by BBM service users to express the truth of the
proposition the speaker wants to express. The least-found function is the
directive function because the speaker in this case does not directly give effect
through the direct speech. Speakers do not directly give effect through their
speech but express their ideas through their implicit meaning and bind them to
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the context. There is no commissive function and declaration on implicatur in
DP BBM concerning of increasing of fuel price.
CONCLUSION
It can be concluded that implicature utterance became one of the
strategies used by BBM users to express their protest or appreciation to
government policy about the rising of BBM price. By using implicatures, BBM
service users can influence the minds of hearer who see the DP BBM. As a
result, the hearer will feel that what is said is true and hard to resist. Therefore,
implicatures become one of the strategies used by BBM service users in
expressing their opinions.
REFERENCES
[1] Grice, H. Paul. 1975. Logic and Conversation, in P. Cole and J.L.
Morgan eds, Syntax and Semantics, vol 3. New York: Academic Press
[2] Helvina, Ellis (2013) Wacana dalam Display Picture Blackberry
Messenger. Universitas Pendidikan Indonesia
[3] Hymes, Dell. 1972. ‘Models of the Interaction of Language and Social
Life’ dalam Directions in Sociolinguistics. Diedit oleh Dell Hymes dan
Jhon J. Gumperz. New York: Holt, Rinehartand Winston, Inc
[4] Leech, Geofrey. 1993. Principles of Pragmatics. London: Longman
[5] Levinson, Stephen. 1983. Pragmatics. Cambridge: Cambridge
University Press.
[6] Odgen, C.K dan I.A. Richards. 1923. The Meaning of Meaning. London:
ARK Paperbacks
[7] Searle, Jhon R. 1969. Expression and Meaning: Studies in The Theory of
Speech Acts. Cambridge University
[8] Sudaryanto. 1988. Metode Linguistik: Metode dan Aneka Teknik
Pengumpulan Data. Yogyakarta: Gadjah Mada University Press.
[9] Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa.
Yogyakarta: Duta Wacana University Press.
[10] Wijana, I.D.P. 1996. Dasar-Dasar Pragmatik. Yogyakarta: Andi.
[11] Yule, G. 1996. The Study of Language. Oxford: Oxford University
Press.
AUTHOR’S BIOGRAPHY
Rini Afrilesa. was born in Muara Bungo, 10 April 1989. She is a lecturer in English
Department Muara Bungo university. She completed her bachelor's degree in Muara
Bungo University in 2012 under the title "Analysis Turn Taking in Hitam Putih Talk
Show Broacasted on Trans 7”. In 2015 she completed her master's in Andalas
University with specific knowledge in linguistics. March 2016 she joined with Muara
Bungo University.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
A Study of classical text As a development source of
Minangkabau lexicography
Rona Almos1, Pramono2, Herry Nur Hidayat3, Seswita4
Faculty of Humanities, Universitas Andalas
ronaalmos81@gmail.com
Abstract
As well as other local languages in Indonesia, Minangkabau language is also
concerned will be extinct one day. Even nowadays, this language has experienced
some process of changes. The changes lead to the reduction of vocabularies. Some
classsic vocabularies, for example, has been replaced by new vocabs and extinct. It
is urgent for us to think more about finding a strategy to save the local languages, or
the most important thing is to preserve and develop them.
This research is aimed to find a new meethod to dig some Minangkabau’s classic
vocabularies which sourced from the classic text. So far, the edited text as the
resulting work of phylologist and the documentation of Minangkabau’s folklore has
not been manifested as the corpus of Minangkabu lexicography.
Key words: classic text, lexicography, Minangkabau
INTRODUCTION
The existency of local language recently is surprised with some research
report about their extinct. The extinct of local languages is consideres as
phenomena that need to be taken care seriously. In short, it can be said that the
cause of the extinct is happened because of two factors; literal factor and nonliteral facror. While literal factor , such as natural disaster, language effect
majority, bilingual/multilingual language community, globalization effect,
migration, inter-ethnic marriage, can not be avoided, then the non-literal
factors, such as; the less appreciation of local languages, the lack of intensity
of local language usage, economic factor’s effect, and the effect of Indonesian
language usage, can be handled and taken care seriously (Tondo, 2009: 292293).
As well as other local languages in Indonesia, Minang language is also a
concern to be extinct one day. Nowadays, Minang language has undergone
some process of changes. It happens merely because of the reduction of
vocabularies. Classic vocabs, for example, has been replaced by new vocabs
and has disappeared altogether.
As, in the latest decade, there are many vocabs, phrases, idioms and
Minang proverbs that have disappeared or have not been used anyomore. The
literal and non-literal factors have triggered the problem of disappearance or
the lack usage of classic vocabs of Minang language. This is supposed to be
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taken seriously for all the lingusits. The vocabs wealth of Minang language has
to be saved and expanded.
METHODS
This research aims to seek for a new method to dig Minang classic
vocabs which sourced from classic texts. So far, the edited texts from
philologists and folklore’s documentation have not been utilized as Minang’s
lexicography corpus.
Lexicology and Lexicography
Lexicology is the study of the form, meaning, and behaviour of words
not only as a usage but also as the meaning which is used by local language
society, (Usman, 1979: 1). In the lexicology of the lexical items, a material is
examined from its origin, form, and formation, its meaning, its use of sound
and spelling aspects, and other aspects. Then if later the results of this
lexicological study are written and arranged alphabetically, then the field of
activity is included in lexicographic activities (Almos, Pramono, 2015: 46).
The results of writing or lexicographic work will be realized in a dictionary.
So along with the results of this research will also be produced a (output)
dictionary of Minangkabau. As explained in the introduction, the applied
vocabulary are using the results of the edited study of the manuscript and
folklore. The study of Minangkabau ancient manuscripts containing classical
texts is still minimal done. According to Suryadi (2006) herein Minangkabau
intellectual challenges, especially linguists and cults. Minangkabau's wealth
must be saved; Recorded on paper. If we are not quickly repond by recording
all the Minangkabau's vocabulary, phrases, idioms, and sayings, especially
those that have arkhais and become classics, then there is a little trace left in
the future. Based on the above description then, the preparation of
Minangkabau dictionary has to be done to reveal the elements of classic
Minangkabau language.
Lexicography is the activity or occupation of compiling dictionaries
According to Landau (in Setia 2005: 20) dictionary is a book which consists
of word list with alphabetical order and explains its meaning.
The object of lexicographic study is lexicology or vocabulary where
between the lexicology and lexicography can not be separated from the word
problem which is the field of semantic studies or the study of meaning.
Meaning is a major and important consideration in lexicography. The reader
will use a dictionary to know the meaning of a lexical unit. The entire work of
lexicography is oriented towards providing meaning to the lexical unit as
clearly as possible and far from the coersion(Wahid, 2005: 58).
According to Chaer (2007: 177) The relationship between lexicography
and lexicology is so close that the boundary between the two is often difficult
to determine. The most important thing is the science of lexicon is lexicology
while writing about lexicology is called lexicography (the expert is called
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Universitas Andalas, August 24, 2017
lexicographer). Futhermore Chaer (2007: 178) said that: A lexicographer must
understand and apply the concepts of lexical meaning, grammatical meanings,
contextual and idiomatic meanings. Without having enough semantics insight,
of course, the result of the dictionary is less useful because someone opens the
dictionary to find the meaning of the word. Meanwhile, sociolinguistic,
anthropolinguistic, dialectological and other macro-linguistic studies are also
needed to explain the meaning of word usage in different social, cultural and
societal situations.
DISCUSSION
Minangkabau Classical Text
Having understood and observed the classical text of Minangkabau
language found in many Minangkabau manuscripts, here are some classic texts
that I will explain.
1. zaman mila
zaman mila is an age where the pistil of sapodila fruit is fried without
oil until it becomes coffee. This coffee is only consumed by men as
sexual vitality.
2. cambul
glass coat; a small box of metal
3. gantang tulan
One of the oldest tools or smallest sizes for rice. gantang tulan is made
of bamboo. Three bushels of tulan equal to one big bushel.
4. canggih
extremely complicated and tiny
5. perungan
Blank space such as in between hills, usuaally used as a meeting space.
6. cemeti
peace, cessations of hostilities or disputes
7. palingan
rope; Long objects, made of various materials (coconut belts, fibers,
plastics, etc.) some are spun but others are not, used for tying, arguing,
pulling, etc
CONCLUSION
One of the realizations of work is to make a language documentation
so that the language collected is stored nicely and can be used easily by
ordinary people. Therefore, the compilation of the dictionary should be done.
This research is important because of the unavailability of dictionaries
regarding terms of minangnesse moreover the explanation is not only on the
aspect of language but also on the aspects of culture that originated from the
Minangkabau classical text.
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REFERENCES
Almos, Rona dan Pramono. 2015. “Leksikon Etnomedisisn dala
pengobatan Tradisional Minangkabau” Jurnal Arbitrer Volume 2 April
2015. Padang: Universitas Andalas.
[2] Baried, Siti Baroroh dkk. 1994. Pengantar Teori Filologi. Surakarta:
F&AR Tegalsari.
[3] Buseman, Alan dan Karen Buseman. 1998. The Linguist’s Shoebox for
Windows and Macintosh. Waxhaw, North Carolina: Summer Institute
of Linguistics.
[4] Chaer, Abdul. 2007. Leksikologi dan Leksikografi Indonesia. Jakarta:
Rineka Cipta.
[5] Kridalaksana, Harimurti. 2008. Kamus Linguistik. Jakarta: PT
Gramedia Pustaka Utama.
[6] Purwo, Bambang Kaswanti 2006. “Memberdayakan Bahasa Ibu”.
Makalah dalam Seminar Internasional Penyelamatan Bahasa- Bahasa
yang Terancam Punah, Jakarta.
[7] Setia, Edi. 2005. “Sematik dan Leksikografi dalam Perkamusan”
Jurnal Englonesia Volume 1 Nomor 1 ei 2005 1 No. Medan: Fakultas
Sastra Universitas Sumatera Utara.
[8] Suryadi. 2006. “Menyelamatkan Kekayaan Bahasa Minangkabau:
Tantangan Ahli Bahasa dan Perkamusan”. Padang Expres Minggu 30
April 2006. Padang: Padang expres.
[9] Tondo, Fanny Henry. 2009. Kepunahan Bahasa-Bahasa Daerah:
Faktor Penyebab dan Implikasi Etnolinguistis. Jurnal Masyarakat &
Budaya, 11 (2): 277-295.
[10] Usman, Amir Hakim dkk. 1979. Pengantar Ilmu Kosa Kata
(Leksikologi). Padang: FPBS-IKIP.
[11] Wahid, Puteri Roslina Abdul. 2005. “Definisi dan Konteks Dalam
Terminologi Bahasa Melayu” Jurnal Pengajian Melayu Jilid 16. Kuala
Lupur: Universiti Malaya.
[1]
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Universitas Andalas, August 24, 2017
Indonesian Error by Foreign Speaker: Rubrics Case
Study "Taman Dongeng" KBS World Radio, South
Korea
Ronidin
Indonesia Department Faculty of Humanities Andalas University
Abstract
The Indonesian language is one of the world's languages that studied by many foreign
people especially from countries that have cooperation with Indonesia in political,
economic, socio-cultural, artistic, and etcetera. In South Korea, the teaching and the
use of Indonesian language are so excited because the economic and cultural
relations of Indonesia-Korea are so close. There are many Korean’s companies invest
in Indonesia and also Indonesians work in Korea. The Indonesian language is used
as an alternative communication media beside English and other languages. Many
institutions in Korea teach and use the Indonesian language. One of them is KBS
World Radio. This Korean government’s radio uses the Indonesian language (beside
the other foreign languages) to promote Korea from all sides. However, in the use of
Indonesian language, there are various mistakes from linguistic such as spelling
errors and sentence structure and other nonlinguistic mistakes. This paper will
discuss Indonesian language errors in the "Taman Dongeng" Rubric on KBS World
Radio. Fairy texts in this rubric were written by Choi Sin Young, an Indonesian
language lecturer at Hankuk University of Foreign Studies of South Korea.
Keywords: foreign speakers, Indonesian language, sentence errors, spelling errors,
South Korea
INTRODUCTION
The topic of error of Bahasa Indonesian language in the "Taman
Dongeng" section of the Korean Broadcasting System (KBS) World Radio was
inseparable from the growing use of Bahasa Indonesian in South Korea.
According to Shin Yoon-Hwan (2012: 3-6), Bahasa Indonesia is a great and
influential language, open and rich with vocabulary from various parts of the
world. Shin estimates that Bahasa Indonesian has potential to become the
world trade language, especially in East Asian countries such as China, Japan,
and South Korea.
Currently, some institutions in South Korea have been using Bahasa
Indonesia as a medium to communicate. In addition to KBS World Radio,
Bahasa Indonesian is also used at universities such as the Hankuk University
of Foreign Studies (Kim, 2012: 140-155), at tourist sites, including at
Namdaemun Market and Myong-Dong area in downtown Seoul. In addition to
education, tourism, and trade, Bahasa Indonesia is also used in the religious
field to convey certain religious messages. This indicates that the use of Bahasa
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Indonesia within the institution has increased. However, there is the fact that
this situation also leads to error from foreign speakers. This is a consequence
that foreign speakers have to deal with since the second language they used is
different from their mother tongue.
Mistakes or errors in language experienced by foreign speakers,
according to Norrish (1983: 6-8) can be devided into three categories: error,
mistake, and lapse. The error is a systematic and sustained language difficulties
because the speaker has not mastered the rules of the language. The second
category is a mistake which refers to error occurs when a learner or foreign
speaker makes in particular situation. Sometimes the speakers use correct
rules, but sometime they make a mistake in using rules or linguistic form. As
for lapse, (tongue slippage) is a form of error by the learner or foreign speaker
when they lack of concentration, low memory or other causes that can occur
anytime and to anyone.
The research on Bahasa Indonesia used by the foerign speaker is quite
important, especially in South Korea. It is because the learners and users of the
language face significant different between Korean structure with Bahasa
Indonesia. Regarding phrase structure, Bahasa Indonesia uses Head-Modifier
while in Korean they use Modifier-Head. The word "Orang Korean " becomes
"Korean orang," "makan roti" become "roti makan," "punya uang" become
"uang punya". Moreover, the basic structure of the sentence in Bahasa
Indonesian SVO, while the Korean sentence structure is SOV; Predicates are
always appeared in later. A sentence Saya minum kopi becomes Saya kopi
minum in Korean. This difference leads Korean speakers often make errors in
using Bahasa Indonesian.
The mistake will be seen in the tales written by Choi Shin Young in the
section "Taman Dongeng" on KBS World Radio. Choi wrote in Bahasa
Indonesian and it also printed in Korean. What errors did Choi make in his
writing? The results of the analysis are expected to provide an overview of the
forms of mistakes made by Choi as a Korean speaker in using Bahasa
Indonesia, especially written language. Knowing that these forms of error can
contribute to the process of sustainability of language teaching of Bahasa
Indonesia for foreign speakers, especially Korean learners who are
increasingly interested in learning Bahasa Indonesia. BIPA institutions can
also develop more targeted teaching strategies.
METHODS
This paper is presented in qualitative descriptive. The data source is
Korean-language tales of Indonesian language contained in the rubric of
"Taman Dongeng" KBS World Radio. The tales were written by Choi Sin
Young, a lecturer of Bahsa Indonesian in Department of Malay-Indonesia
Hankuk University of Foreign Studies (HUFS). Choi Sin Young is also a senior
reporter on KBS World Radio broadcasting for Bahasa Indonesian session.
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KBS World Radio (like RRI in Indonesia) is a Korean government radio that
broadcasts in various languages in the world including Indonesian.
The data to be analyzed are words or sentences in the tales above that
consider as an error in Bahasa Indonesian grammar. The data is obtained by
downloading the tales through the address of the KBS World Radio page.
Then, the downloaded tales are read carefully. When reading, parts of words
or phrases that consider as error are noted and identified. After that, the error
rate is classified. In other words, the error rate will be sorted by the type of
error. This means that the error rate is based on the frequency of errors it
appears. Furthermore, the errors are explained by describing the location of the
error, then given the correct example as an effort to rectify the errors.
RESULT
Ronidin (2015) concludes that the linguistic errors that are often
occured by Bahasa Indonesia learners in South Korea include errors in diction,
mispronunciation of sentences, incorrect usage errors, and misuse of the use of
prepositions. Meanwhile, in this paper, the mistakes made by Choi Shin Young
in the tales he wrote are almost the same. Choi's mistake is more dominant in
in the form diction as a result of the number of words in Bahasa Indonesia.
A. Diction Error
Conceptually, errors in diction lead to ambiguity of meaning and
comprehension. The diction error also causes a negative impression toward the
language user (Keraf, 2004). Either a sentence is badly determined by the
accuracy of the word choice. With the right choice of words, pople can
communicate their ideas effectively. The accuracy of word choice can also
trigger a response from the listener. (Wijono, 2005: 87-88). Diction errors in
Choi's tales can be represented by the following data:
1. …, seorang pegawai daerah datang ke rumah Pak Kim untuk menarik
pajak.
[..., a local employee came to Mr. Kim's house to collect taxes.]
2. [… di sebuah desa kecil terdapat sebatang sungai Yongcheon.]
... in a small village, there is a Yongcheon river.
3. Warga desa tempat Sungai Yongcheon berada sangat menghargai air
itu.
[Villagers, where the Yongcheon River located, is very appreciative of
the water.]
4. … kebaikan hatinya itu membuat Yeoni selalu dipuji warga penduduk
sedesanya.
[... his kindness makes Yeoni has been praised by the people of his
village.]
5. Raja akhirat ingin menyampaikan surat penting kepada pengurus
dunia.
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The king of hereafter wants to deliver an important letter to the world
governing the body.
Data 1 to 5 shows the incorrect choice of words based on the context of the
sentence. In data 1, the word menarik is less appropriate to explain the tax. The
word menarik means something fun or interesting. The appropriate word to
modiefied pajak is memungut. In data 2, the word sebatang means a bar which
is inappropriate to describe the river. It should be omitted or replaced by the
word sebuah or aliran. In Data 3, the word menghargai is inappropriate for
describing air (water). The author's intention is to illustrate that villagers
desperately need the river's water. Therefore, the right word used is
memerlukan or membutuhkan. In the data 4, there are two words with similar
meaning, warga, and penduduk.It is supposed to use one of them. For data 5,
the word pengurus is inappropriate because the word pengurus means people
who take care of something. Therefore, the world is not taking care of man but
by God. Humans only live in the world. The appropriate word to replace the
word pengurus in the sentence 5 is penduduk or penghuni.
B. Error in Using Preposition
Regarding preposition, the common error is a misuse of preposition di
and prefix di-. There are many errors regarding the use of preposition di. The
error in using prefix di- also found in the inappropriate contextThis error is due
to the influence of Korean language that does not recognize the preposition.
Here the examples of error regarding preposition and prefix:
6. Dia terpaksa bekerja di seorang bangsawan sebagai tebusan utang
keluarganya
[He was forced to work in a royal family as a ransom of his family's
debt]
7. Pak Kim bisa menjual semua sandal jerami yang dibawanya di pasar.
[Mr. Kim can sell all the straw sandals he brought in the market.]
8. Ketika anaknya berumur lima tahun seorang biksu datang di rumah
suami istri tersebut.
[When his son was five years old a monk came to the house of the
husband and wife.]
9. Adakah hal yang kamu dicemaskan?
[Is there something you are worried about?]
Data 6, 7, and 8 show an error on the use of preposition. The preposition di in
these sentence are in appropriate. In sentence 6, the appropriate word to use is
pada or dengan. In sentence 7, preposition di should be replaced by preposition
ke or dari. In sentence 8, the preposition di word should be replaced by a
preposition ke. In sentence 9 there is an error in using the di- prefix. The prefix
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in the word is dicemaskan to make the sentence ambiguous. Therefore, the
correct way to express the sentence is to remove the prefix.
C. Error in Using Affixes
The error in using prefix generally regards the choice of affix to be used
in the process of verbalization. The affixes are frequently misused, for example
when the snetence require an affix ber-, but the author use affix me-.Then there
is also a mistake because the use of prefix and suffix at the same time that is
not right. It should only use the prefix without the need to use the suffix. It can
be seen in the following data:
10. Si pemburu pergi memburu sepanjang hari atau kadang-kadang
selama dua hari.
[The hunter goes hunting all day or sometimes for two days.]
11. Namun, anehnya makanan itu tidak mengurang satu pun.
[However, strangely the food did not diminish one.]
12. Dia membelikan makanan dengan uang yang didapatnya.
[He buys food with the money he gets.]
13. Si sahabat menghadapi temannya yang punya kesaktian itu lalu
meminta tolong.
[The friend faced his friend who had the magic then ask for help.]
14. [Kemudian sang jenderal pun memperistrikan gadis itu.
Then the general also took the girl.
The prefixes in sentences 10 and 11 are incorrect. The prefixes make the
sentences ambiguous. Therefore, the prefix me- should be replaced by the
prefix ber. In sentences 12, 13, and 14 the use of suffixes is incorrect. All the
suffixes should be replaced so that the word membelikan become membeli, and
the word menghadapi replaced by menghadap, and the word memperistrikan
replaced by memperistri. If the suffix –kan is not removed, then the prefix is
changed to ber-.
D. Error in Coherence
A good sentence is a clear sentence of the unity of ideas and contains a
clear idea as well (coherence). In this case, the mistake made is to make
sentences that are not the clear ideas. Sometimes the sentence just a series
words with no clear meaning. This error usually occurs when sentences are
long sentences. Some examples of errors can be seen in the data below:
15. Perampok lainnya juga kembali mencuri gayung emas dari kuil pada
malam hari yang dekat dengan tempat tinggal mereka.
[The other robbers also steal the golden scoop from the temple at night
close to where they live.]
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16. Sang putri singgah di sebuah gua yang suara bunyi lonceng kuil
terdengar dari tempat itu.
[The princess stopped at a cave where the sound of temple bells was
heard from the place.]
17. Ada sebuah kerajaan yang penduduknya yang menyukai tari menari
penuh dengan rasa gembira dan senang.
[There is a kingdom whose inhabitants like dancing dance filled with
joy and delight.]
18. Kehidupan orang-orang di sana setiap harinya selalu ada saja yang
kegiatan menari dan mengadakan festival tari pada setiap musim
panas
[The life of the people there every day there is always a dance activity
and held a dance festival every summer]
In data 15 and 16, the errors are regarding sentence modifications which are
inappropriate to the context. In sentence 15, phrase pada malam hari is not
appropriate to extend by clause yang dekat dengan tempat tinggal mereka
because of the modification is not appropiriate to adverb of place. In data 16,
the modification of adverb of the place is not appropriate to the phrase
disebuah gua. Thereforem, the correct form fro both sentence 15 and 16 are:
(15b). Perampok lainnya juga kembali mencuri gayung emas dari kuil
yang dekat dengan tempat tinggal mereka pada malam hari.
(16b). Sang putri singgah di sebuah gua yang dekat dengan kuil ….
For sentence 17 and 18, the unity of ideas has unclear meaning. The readers
will find difficulties figuring out about the logical connections between them.
In these sentences, there is no correspondence between the structure (word
order) and the meaning of the sentence. The correction for these two sentence
should be:
(17b). Penduduk sebuah kerajaan menyukai tari menari dengan rasa
gembira dan senang.
(18b). Orang-orang di sana selalu mengadakan kegiatan menari dan
festival tari setiap hari pada musim panas.
CONCLUSION
Based on the analysis above, it can be concluded that errors in Bahasa
Indonesia used by Korean speakers who are represented by the tales of Choi
Shin Young are considered to be moderate errors because thye are inconsistent.
Sometimes the author uses correct structure, but sometimes he uses incorrect
structure. Those errors repeatedly occur in certain parts.
The error in choice of words is due to the influence of the number of
words in Bahasa Indonesian which have equivalent meaning. Then there is also
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a mistake in using the preposition and prefix because of the influence of
Korean language that does not recognize preposition. The error in using affix
is influenced by the rich of affixes in Bahasa Indonesian and its complicated
morphology process. Finally, the error also occurs when the author writes long
sentences so that the idea of the sentence becomes ambiguous.
REFERENCES
[1] http://world.kbs.co.kr/indonesian/program/program_koreastory_detail
[2] Keraf, Gorys. Diksi dan Gaya Bahasa. Jakarta: Gramedia Pustaka Utama. 2004
[3] Kim, Jang Gyem. “Sejarah, Kurikulum, dan Bahasa Indonesia Jurusan
Interpretasi dan Terjemahan Bahasa Melayu-Indonesia (ITBMI), Hankuk
University of Foreign Studies, Kampus Global” dalam Jurnal Puitika, Volume 8,
No. 2, September 2012.
[4] Norrish, John. Language Learners and Their Errors. London: The Macmillan
Press. 1983.
[5] Ronidin. “Kendala-kendala Pengajaran Bahasa Indonesia di Korea Selatan”,
dalam Jurnal Arbitrer, Volume 02, April 2015.
[6] Shin, Yoon Hwan.. “Bahasa Malaysia/Indonesia Sebagai Bahasa Resmi Pada
Komunitas Asia Timur”, dalam Prosiding 2012 DMIT International Conference,
Issues and Challenges in Malay-Indonesian Studies, HUFS, Kampus Global.
2012
[7] Wijono, HS. Bahasa Indonesia Mata Kuliah Pengembangan Kepribadian di
Perguruan Tinggi, Jakarta: Grasindo. 2005.
AUTHOR BIOGRAPHY
Ronidin, S.S., M.A. graduated from Faculty of Litterature Universitas Andalas for
bachelor degree (2002) dan Master of Literature at Faculty of Humanities, Universitas
Gadjah Mada, Yogyakarta (2011). A lecture at Faculty of Humanities Universitas
Andalas has written several books and paper, including Minangkabau dalam
Perubahan (2000); Pedoman dan Pengamalan Al Quran Hadis (2005); Minangkabau
di Mata Anak Muda (2006). Penuntun Penulisan Karya Ilmiah (2007); Dan Tuhanpun
Berhasil Kutipu (2009); Adat, Islam dan Gender: Pergulatan dalam Merumuskan
Identitas Diri (2010); Aspek-aspek Humanisme Religius Novel KCB: Tinjauan
Strukturalisme Genetik (2012); dan Petualangan Si Mamad (2015). Several articles
have been published in journals and presented at conferences. On 2014-2016, he
became a guest lecturer at Hankuk University of Foreign Studies, South Korea. He
currently working on the research about authors in Minangkabau.
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Comparative Study of Filipino and Indonesian
Language (Specific in Verbs, Pronouns, Nouns, and
Adjectives)
Ruth R. Bepinoso
Philippines
Abstract
This article discusses resemblance or likeness between Filipino and Indonesian
Language using Comparative Linguistic Approach. The method used in data
collection was Metode Simak with Teknik Catat. Data were taken from both written
and oral sources. Furthermore, the data were analyzed, grouped or classified
according to its word categories and functions, then were compared to see the
likeness or the shared linguistic features and its difference.The resemblances of both
languages are found from diphthong pronunciation system, spellings, and meanings.
There are words that are spelled the same but has a different meaning. These are
found in the category of verbs, pronouns, nouns, and adjectives. In the phrase
structure like noun and verb phrase, it is composed of a root word, and a modifier
and both languages show resemblance where the modifier comes after the root word,
while it is the other way around in the case of adjective phrase yet both languages
shared the same structure. In the clause structure, both languages show resemblance
in its SPO (Subject, Predicate, Object) sequence of arrangement of words. Likewise,
in the sentence derivatives like in the interrogative sentence, imperative, declarative,
and exclamatory sentence both languages show a remarkable resemblance. The
difference between the two languages was found in the component that contributes to
the uniqueness of each language. The component that has a remarkable contribution
to the distinct uniqueness lies in the morphology system of each language, especially
in the system of affixation (pengimbuhan).
Keywords: comparative, language, Filipino, Indonesian Language, resemblance
INTRODUCTION
The power of language usage and the ability of men to vocalize and
express it, both in written and in oral form makes men feel superior to any
other living creature in the face of the earth. For until this time there is no other
creature other than men, that can express ideas in the form of a sentence with
audible speech sounds and words.
This ability of men is remarkable in itself, which draws researchers to
study the details of the complexity of languages or anything related to language
or linguistics.Those who devotedly study linguistics grouped their specific
field of study, modifying researches are trying to understand the cause and
effect, the structure, the level of syntax, morphology, and phonology, to help
the users and the learners to truly perceive and comprehend it.
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The capacity to perceive and comprehend as well as to produce and use
words and sentences to communicate display something in the part of the
speaker, as well as the ability of the hearer to associate what he/she hears and
interpret it, as to what was supposedly the speaker trying to impart.
Imparting correct utterance, the proper usage of words and their
corresponding functions, correct structure of the sentence, and all the
grammatical information such as noun category and a verb category are needed
for a better communication
METHODS
The method used was that of Mahsun’s “Historical Comparative
Method” (2011:212), a methodused to determine the relationship by means of
comparing the relatedness of Filipino and Indonesian Language, reinforced
with data collection method introduced by Sudaryanto (2015:203), which is
calledMetode Simakwith Teknik Catat, that wasdone by jotting down all data
and furthermore data were collected throughTeknik Simak Libat Cakap (SLC),
where the researcher actively involved and participated in using the language
both as a speaker and as a listener.
The data analysis method used was Metode Agih, using the language
itself as her determining factor. The words then were compiled may it be in the
form of a verb, pronoun, noun, or adjective and the resemblances were
comparedin the basis of shared linguistic features.
DISCUSSION
Filipino, the Official Philippine Language
The Philippines consists of 7,083 islands with more than 100
languages that are spoken by some 54 million (1991) Filipinos inhabiting 3,000
islands.
Tagalog is one of the ethnic group in the Philippines and the language is
also called Tagalog. In the year 1937, Tagalog was approved and declared to
be the Philippine National Language basing on these factors; 1) Tagalog is one
among the dialect well-spoken and well-understood by most of the Filipinos,
2) Tagalog dialect has no sub-dialect, and 3) Tagalog dialect is used in Manila,
the center of politic and economy during the Spanish colony.
This created a regional prejudice, so then the language policy was set
politically to motivate neutrality. In the year 1959, the term Tagalog for
Philippine Language was changed to “Pilipino” as an effort to separate and to
distinguish it from Tagalog ethnic group and to neutralize regional
prejudice.But in the year 1973, bilingual education policy was formulated and
adopted the term “Filipino” as an official language term for Philippine
language instead of the term “Pilipino”.
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Filipino and Indonesian Language
The Filipino alphabets, as well as the Indonesian alphabets, are shown
belowfor the purpose of comparison.
Table 1. Filipino alphabets
Aa
Bb
Kk
Dd
Ee
Gg
Hh
Ii
Ll
Mm
a
ba
ka
da
e
ga
ha
i
la
ma
Oo
Pp
Rr
Ss
Tt
o
pa
ra
sa
ta
Nn
na
Ng
ng
ng
Uu Ww Yy
u
wa
Jj
je
Ww
we
Kk
ka
Xx
eks
ya
Table 2. Indonesian alphabets
Aa
a
Nn
en
Bb
be
Oo
o
Cc
ce
Pp
pe
Dd
de
Qq
ki
Ee
e
Rr
er
Ff
ef
Ss
es
Gg
ge
Tt
te
Hh
ha
Uu
u
Ii
i
Vv
ve
Ll
el
Yy
ye
Mm
em
Zz
zet
The tables above show that Filipino alphabet is different from that of the
Indonesian alphabet. The six alphabet that is not found in Filipino surely got a
big influence in its language.
Below is the list of Filipino words as an example;
A. Diphthong
au → aw ia → yaai→ ay
1. kerbau → kalabaw (carabao)dunia → dunyabangkai → bangkay
(corpse)
2. langau→ langaw (horsefly) balai → balay
Note:
The Filipino has no diphthong as in found in kerbau, dunia, or bangkaiin
Indonesian Language, but pronunciation is just the same, the difference lies in
the written form. Filipino learner of Indonesian language faced a little
challenge here, but the big challenge is in the area of the pronunciation of the
words that have no equal to Filipino. The challenge lies in difficulty on the
pronunciation ofwordsstarting letter “z” as in zaman, and even more
challenging the Minangkabau language, like naik to naiak, baik to baiak, air
to aia.
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Table 3. Words that closely matched
Part of Speech
verb
pronoun
noun
adjective
Filipino
giling
kami/kita
mata
mahal
English
laugh
we/us
eye
expensive
Bahasa Indonesia
giling
kami/kita
mata
mahal
Table 4. Words that almost matched.
Part of Speech
Filipino
English
verb
pronoun
noun
adjective
bili
ako
mukha
asim
buy
I
face
sour
Bahasa
Indonesia
beli
aku
muka
asam
Tabel 5. Words that are similar
Part of Speech
Filipino
English
verb
noun
adjective
sipa
singsing
tamis
kick
ring
sweet
Bahasa
Indonesia
sepak
cincin
manis
Tabel 6. Words that are contrast
Part of Speech
Filipino
English
Bahasa Indonesia
verb
kain
eat
makan
noun
adjective
batas
banal
law
holy
pemisah antara dua bidang
kudus
Verb Phrase
kumakain ng kanin →eating rice→ memakan nasi
inutusan ng nanay→ requested by mother→ disuruh ibu
Noun Phrase
damit ng hari →king clothes → baju raja
mesa na kahoy → wooden table→meja kayu
Adjective Phrase
palaging huli →always late→selalu terlambat
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kunting maasim → a little sour →sedikit asam
Simple sentence/Clause
1. Siya ay kaklase ko.
Dia adalah teman kuliah saya (she is my
classmate).
S P O
S P
O
Compound sentence
Ako at si Joyce ay namalengke samantala si Inay ay naiwan sa bahay.
Saya dan Joyce belanja ke pasar sementara Ibu tinggal di rumah.
I and Joyce went to the market while mother stayed at home.
Interrogative sentence
1. Ano (ba) yan? → Apa itu?
What is that?
2. Saan ka pupunta? → Ke mana Anda? Where are you going?
Imperative sentence (kalimat perintah) Exclamatory sentence
Halika! →Come!→ Ke sinilah!Aray! (expressing pain
Labas! →Out!→Keluar! Aduh! (surprise, appreciation, disappointment)
Declarative sentence
Singular
Ito ay aklat ko. → Ini adalah buku saya.
This is my book.
Plural
Ito ay mga aklat ko →Ini buku-buku saya.. These are my books.
Note:
The Indonesian language the plural form of a noun is reduplicated, e.g. buku
becomes buku-buku, whereas in Filipino an article mga is being used to
indicate a plural form and “ang” for singular which is equivalent to the article
“the” in English.
Affixation
Both languages possess uniqueness especially in the usage of the verb,
in Filipino, affixation of the verb becomes a tense indicator, may it be in a form
of present, present progressive, or future tense, while in Indonesian language
the prefix /me-/,/men-/, /meng-/ in a verb, are used as a predicate in a sentence
and it indicates that the sentence is in an active formal and prefix /di-/ in a verb
indicates that the sentence is in a passive form, while in the sentences the
presence of the adverb sudah indicates that it already happened, adverb
sedangit is still happening, or akan if it is going to or will happen in the future.
Examples below show that words with a prefix /pe-/ will result to a noun,
may the root word be a verb, noun, or an adjective.
Verb→/pe-/ + makan→ pemakan (noun)
/me-/ + makan → memakan (verb)
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/-an/ + makan → makanan (noun)
Noun→/pe-/ + candu → pecandu (noun)
Adjective→/pe-/ + malu → pemalu (noun)
Affixation Filipino
Verb: /-in-/ + /giling/ → giniling (past tense)
/-in-/ +/giling/ → ginigiling (present tense)
/-um-/ + /giling/→ gumigiling (present progressive tense)
/-in/ + /giling/ → gilingin (future tense)
/-an/ + /giling/ → gilingan (millstone – noun)
Noun:
/-um-/ + bata (child)→ bumabata (getting younger - adverb)
Adjective: /-um-/ + tanda (old) → tumatanda (getting older - adverb)
Indonesian Language
Verb: 1. /meng-/ + /giling/ → menggiling (verb)
/peng-/ + /giling/ → penggiling (noun)
2. /me-/ + /timbang/ → menimbang (verb)
/ber-/ + /timbang/ → bertimbang (verb)
/se-/ + /timbang/ → setimbang (adjective)
/ke-/ + /timbang/ → ketimbang (particle)
Note:
Filipino affixation for past tense and future tense verb directly happened
while for present and present progressive tense, verb went through dwilingga
reduplication first (giling → gigiling) before affixation takes place. Dwilingga
reduplication is a reduplication of the first syllable of the verb (Chaer,
2003:183).
And interestingly in the process of morfofonemikin the Indonesian
language, there are so many things that are going on, like for example in the
process of pemunculan fonem ( /me-/ + /beli/→ membeli), pengekalan (/mekan/ + /yakin/ → meyakinkan) and the list goes on.
Furthermore, the knowledge of the sound system of a language includes
more than knowing the inventory of sounds, that is why mispronunciation
always happen to non-native speakers, like let say the Indonesian words
bahwa, mudah and so on. Filipino has no ah sound. As a result the sounds
produced were almost the same, whether the speaker means that (bahwa), bring
(bawa), or under (bawah). The knowledge of the sound system and the
knowledge of the meaning of words both consti-tute the knowledge of relating
sounds and meanings making the knowledge of the language whole.
CONCLUSION
Basing on the data and the analysis done above, both the Filipino and the
Indonesian language are equally capable of fulfilling its arbitrary system
functions, equally unique, conventional, productive, dynamic, universal and so
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on. And though they have so much in common yet it would be unfair to
compare them, because to compare means that conclusion was attained, one is
better than the other and ignore the reality that every language has its
uniqueness and characteristics that make it distinct from other languages and
most of all, it bears the identity of the speaker.
Therefore, I conclude that Filipino and Indonesian Language have the
distinctively unique character of its own in many ways. Theunique characterof
words that are found in Filipino and Indonesian Language with the same
meaning or contrast are interesting because they show their shared linguistic
features and even though there are shared linguistic features, yet it is absolutely
beyond comparison.
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
Chaer, Abdul. 2003. Linguistik Umum. Jakarta: PT Rineka Cipta.
Cook, Guy. 2003. Applied Linguistics:Oxford Introductions to
Language Study. Oxford: Oxford University Press.
Cubar, Nelly I. 1991. “Bilingual Education in the Philippine Context”.
Malaysia: Jurnal Bahasa Moden Universiti Malaya.
Fromkin, Victoria dkk. 1988. An Introduction to Language: Second
Australian Edition. Australia: National Library of Australia
Cataloguing-in-Publication Data.
Kridalaksana, Harimurti. 2010. Pembentukan Kata dalam Bahasa
Indonesia. Jakarta: PT Gramedia Pustaka Utama.
Lindawati. 2015. Bahasa Minangkabau. Padang: Minangkabau Press.
Mahsun. 2011. Metode Penelitian Bahasa:Tahapan Strategi. Metode,
dan Tekniknya. Jakarta: PT RajaGrafindo Persada.
Muslich, Masnur. 2009. Fonologi Bahasa Indonesia: Tinjauan
Deskriptif Sistem Bunyi Bahasa Indonesia. Jakarta: PT Bumi Aksara.
Sudaryanto. 2015. Metode dan Aneka Teknik Analisis Bahasa.
Yogyakarta: Sanata Dharma University Press.
428
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
e135: Investigating the Extreme Aspects of Terrorist’s
Strategic Discourse Engineering in Imam Samudra’s
Last Letter
Sawirman
Faculty of Humanities Universitas Andalas
Abstract
This article is focused on investigating the terrorists’ strategic discourse engineering
that operates in terrorist’s community through radical indoctrinations. One of core
terrorist’s discourses in Indonesia nowadays is Imam Samudra’s last letter which is
categorized as a discourse of asymmetric threat that shapes and constructs the radical
forms of fundamentalist ideology, destructive orientations and radical behavior of
Islamic extremist in Indonesia. The analysis on this paper is also concerned with
linguistic criminology profiling, asymmetric threats analysis, and strategic analysis
for policy making process to counter the terrorism in Indonesia. The theory of postdiscourse is used to reveal the extreme aspects of one of the terrorist’s core
discourses. Based on the analysis, the extreme ideological, psychological and
behavioral orientations of terrorists in Indonesia are incisively uncovered through
analyzing that letter as a linguistic evidence.
Keywords: Imam Samudra, discourse engineering, fundamentalist, extreme
indoctrinations
INTRODUCTION
This paper is intended to investigate and reveal various profound
strategic aspects and the darkest natures of Imam Samudra’s discourse and
behavior, particularly the process of his extreme psychological, ideological,
cultural and behavioral formation through linguistic practices of strategic
discourse and meaning engineering. In addition, this article is also focused on
analyzing and designing the possible strategic solutions for advanced defense
and counter-terrorism policy making as the paths of exercising the defense
strategy to eliminate the asymmetric threats. This article is also expected to
contribute to further linguistic and discourse theories development to cope with
highly demanding strategic problems.
To cope with this conceptual challenge, Postdiscourse Analysis of
Sawirman-e135 (PAS-e) is used in this article. The majorities of linguistic and
discourse theories are not designed to directly cope with the extreme linguistic
practices of terrorism. Therefore, particular linguistic studies and theories on
terrorism and its discourses are very scarce. It seems that current linguistics
development is still circumscribed in analyzing the strategic intricacies of
terrorism. Hence, PAS-e is developed and used as the strategic theories from
linguistic and discourse analysis. The theory is the foundation of linguistics to
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achieve the level of strategic analysis through revealing the darkest and deepest
strategic and tactical aspects of meaning and discourse.
The seed of PAS-e was developed firstly in 2003. At that time it was still
called examplar-135 theory (e-135), a multidisciplinary theory on discourse
analysis, semiotics, hermeneutics, and formal linguistics. Some aspects of e135
and PAS-e are successfully designed, developed, and disseminated (Sawirman,
et.al, 2010, 2011; Hadi, 2010a, b; Sawirman, 2010a, b; Sawirman, 2011a, b).
In essence, the advanced development of linguistics and discourse
analysis nowadays should be thankful to the following multidisciplinary
figures: Foucault (1978), Van Dijk (2006; 2008), Fairclough (1995; 2006), Shi
Xu (2005), Derrida (1982), Wodak and Meyer (ed. 2001), Wodak and Chilton
(ed. 2005), Van Leeuwen (2008), Blommaert (2005), Ollson (2008), Gibon
and Turrel (eds, 2008), Barker and Galasinsky (2001), Benwell and Stokoe
(2006), Jorgensen and Philips (2002), Blackledge (2005) Scollon and Scollon
(2003), Wilkinson and Kitzinger (1995), Wooffitt (2005), Philips and Hardy
(2002), Mayr (2008), Halliday (1991; 2004). Their numerous, invaluable, and
critical contributions to discourse analysis have improved and freed the roles
of linguistics from the mere traditional science of language isolated from social
problem to become one of the respected studies in coping with the societal and
political problems.
One of the principal terrorist figures in Indonesia, Malaysia, and other
countries in South East Asia is Imam Samudra. He played the role as a team
leader in deathly terrorist incursion in Bali 12 October 2012. He was legally
proven guilty in the court and therefore sentenced to death. Before his
execution, he wrote the last letter in the jail for all radical Muslims to
perpetuate the terrors and attack to their enemies.
Figure 1. Letter of Imam Samudra (Sources:
http://www.indoforum.org/t61128/)
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
DISCUSSION
A. The Structure of Imam Samudra’s Strategic Discourse Engineering
This letter has various complex linguistic and discourse phenomena at
particular extreme level. The discourses in that letter indicate the use of
linguistic tactics to induce and intensify the forms of destructive orientations,
perception, comprehension, behavior, and actions in certain radical Muslim’s
societies. Such a lingual tactic based discourses seem to be engineered using
particular ideological keywords, phrases and clauses which convey the
meanings of hatred and deep anger, divine sacrifices, jihad, the divine truth,
revenge and other lethal orientations and actions. These discourse practices
reflect the dark nature of meaning and its lethal extreme psychological,
ideological and behavioral effects in generating and perpetuating the violence.
This problem is very serious since terrorism is one of the forms of asymmetric
threats that involve the violent use of forces. Therefore it becomes a serious
menace for Indonesian strategic defense and national security. Some basic
structures of Imam Samudra’s strategic discourse engineering are as follows.
Discourse Engineering Architecture of Ideological Brotherhood,
Solidarity, and Identity
This architecture is engineered by Imam Samudra through the discourse
fragments2: akhi ‘brothers’, antum ‘you with ideological orientation,'
saudaraku ‘my brother, saudara ‘brother,' to the Muslims. These fragments
have meaning orientations of ideological brotherhood and solidarity in
fundamentalist communites through the keywords. These aspects indicate
Imam Samudra’s attempts of engineering the meaning of brotherhood and
solidarity which later inflict the same form of perception in the societies that
have same extreme ideological root.
Discourse Engineering Architecture of Religious Rituals
This architecture is engineered through jagalah selalu amalan wajib
dan sunnah harian (please keep your daily praying and rites, either the
obligatory or the Sunnah ones). Jagalah salat malammu kepada Allah Azza
Wajalla (please keep your night praying to Allah Azza Wajalla). Selalulah isi
malam-malammu sujud kepada-Nya dan pasrahkan diri antum semua
sepenuhnya kepada kekuasaannya (Fulfill your nights with sujud3 to Him and
give up yourselves to His power). Ingatlah saudaraku, tiada kemenangan
melainkan dari Allah semata (my brothers, please remember! There will be no
victory if it is not from Him only).
Discourse engineering architecture of extreme action.
2
Discourse fragments are the parts of holistic architecture of discourse which support
other fragments in the same architecture. The controlling forms of discourse
meaning are engineered through the fragments.
3
Sujud means the lowering the head to the floor in praying to worship the God.
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This architecture is engineered through the minor fragments:
mengazzamkan diri (strongly committed themselves), jihad (holy struggle),
bertempur (to battle), melawan (to fight), mengikrarkan dirinya (to swear on,)
bertempur habis-habisan (to fight in all out battle), pembunuhan terhadap
dengan orang-orang kafir (murdering the kaffir people). Membunuh mereka
semuanya (Kill them all), Bercita-citalah menjadi penjagal orang-orang kafir
(keep your dream of becoming the butcher of Kaffir people). Didiklah anak
cucu antum semua menjadi penjagal dan teroris bagi seluruh orang-orang
kafir, (Train your children to be the butcher and terrorists of all kaffir people).
Discourse engineering architecture of divine sacrifice
This architecture is engineered through minor fragment: mati syahid4
(syahid). The next core discourse architecture is the divine sacrifices. In Imam
Samudra’s last letter, it is engineered through the minor discourse fragment
mati syahid (Syahid). This fragment is in the form of the phrase, it has the
meaning of divine sacrifices in Jihad that all Muslims are obliged to and
rewarded by God with heaven and angels. The concept of syahid in Islam can
be distorted and reversed to shape certain extreme religious motivation in
committing terrors.
Discourse Engineering Architecture of Intense Hatred.
The core discourse architecture of intense hatred that is engineered
through the minor fragments: setan akbar; Amerika dan Yahudi laknat (the
damned evil; United States and Jews) anjing-anjing kekafiran (the kaffir
mother fuckers). Furthermore, the core discourse architecture of intense hatred
is engineered through the minor fragment setan akbar; Amerika dan Yahudi
laknat (the damned evil; United States and Jews). The first fragment of this
core architectural discourse engineering is the phrase setan akbar (the damned
evil).
CONCLUSION
The discourses in Imam Samudra’s last letter are engineered based on
five categories of core strategic discourse engineering architectures as follow:
1) the core discourse engineering architecture of solidarity and ideological
identity; 2) the core discourse engineering architecture of religious rituals; 3)
the extreme action and tactical offense core discourse architecture; 4) the
divine sacrifice core discourse architecture; and 5) the core discourse
architecture of intense hatred. Based on the analysis, the extreme ideological
orientations of Imam Samudra are uncovered through analyzing that letter as a
linguistic evidence.
4
Mati syahid or syahid is a holy death for Muslims in a struggle or war.
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Universitas Andalas, August 24, 2017
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
[16]
[17]
[18]
[19]
Blackledge, Adrian. (2005). Discourse and Power in Multilingual World.
Amsterdam/ Philadephia: John Benjamins Publishing Company.
Benwell, B. and Stokoe, E. (2006). Discourse and Identity. Edinburgh:
Edinburgh University Press.
Blommaert, Jan. (2005). Discourse: A Critical Introduction. Cambridge:
Cambridge University Press.
Derrida, J. (1982). Margins of Philosophy. Sussex: The Harvester Press Limited
Fairclough, N ( 2006) Discourse and Social Change. Cambridge: Polity Press.
___________ (1995) Critical Discourse Analysis: The Critical Study of
Language. New York: Longman Publishing.
Foucault, M. (1978). History of Sexuality: Vol 1 An Introduction. New York:
Pantheon Books.
Galasinski, D. And Barker, C. (2001) Cultural Studies and Discourse Analysis:
A Dialogue in Language and Identity. London: Sage
Gibon, J. and Turrel, M.T. eds. (2008). Dimension of Forensic Linguistics.
Philadelphia: John Benjamins Publishing Company.
Jorgensen, M. and Philips, L. (2002). Discourse Analysis as Theory and
Method. London: Sage Publication Ltd.
Hadi, Novra (2010a). e135: Landasan Neolinguistik. In Preface of Linguistika
Kultura Journal, Volume 4 No. 2 on November 2010.
Hadi, Novra (2010b). e135: Kejarlah Daku kalau Bisa. In Linguistika Kultura
Journal, Volume 4 No. 2 on November 2010.
Mayr, A. (2008). Language and Power: An Introduction to Institutional
Discourse. London: Continuum
Olsson, J. (2008). Forensic Linguistics. London: Continuum International
Publishing Group.
Sawirman. (2003). Simbolisme dalam Naskah Tan Malaka. Papers presented at
Simposium Internasional Pernaskahan Nusantara VII (International Seminar
on Nusantara’s Ancient Texts and Manuscript) at Universitas Udayana,
Denpasar, Bali, on July 28-30, 2003
Sawirman. (2005). Simbol Lingual dalam Teks Politik Tan Malaka: Eksplorasi,
Signifikasi, dan Transfigurasi Interteks. Unpublished Doctoral Thesis at
Universitas Udayana.
Sawirman, et.al. (2009). Model Pengembangan Pembelajaran Linguistik
Berbasis Kompetensi dan Cultural Studies Menuju Pembentukan Kurikulum
Magister dan Mazhab Linguistik Universitas Andalas”. Hibah Bersaing
Research Working Papers Financed by Ministry of Indonesian Education in the
year 2009 (Year 1).
Sawirman, et.al. (2010). Model Pengembangan Pembelajaran Linguistik
Berbasis Kompetensi dan Cultural Studies Menuju Pembentukan Kurikulum
Magister dan Mazhab Linguistik Universitas Andalas”. Hibah Bersaing
Research Working Papers Financed by Ministry of Indonesian Education in the
year 2010 (Year 2).
Sawirman. (2010a). Kecerdasan Bahasa Tan Malaka Temuan e135. Papers as
Keynote Speaker at Tan Malaka’s Discussion Forum and Documenter Film
Selopanggung, April 13, 2010 at Letters Faculty of Andalas University.
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[20] Sawirman. (2010b). The Uniqueness of Tan Malaka’s Letters: e135 Findings.
Presented in International Seminar of Malay Identity And Multicultural
Dynamics In Facing The Challenge 0f 21st Century or Malaysian-Indonesian
Relationship IV, November 1-3, 2010.
[21] Sawirman, et.al. (2011). Model Pengembangan Pembelajaran Linguistik
Berbasis Kompetensi dan Cultural Studies Menuju Pembentukan Kurikulum
Magister dan Mazhab Linguistik Universitas Andalas”. Hibah Bersaing
Research Working Papers Financed by Ministry of Indonesian Education in the
year 2010 (Year 3).
[22] Sawirman. (2011a). Tan Malaka: A Forgotten Hero from the Twilight World
of Discourse. Makalah yang Dipresentasikan dalam Seminar Internasional
Malaysia-Indonesia V tanggal 12-14 Juli 2011.
[23] Sawirman. (2011b). Tan Malaka’s Discourse Ellipsis as One of the Strategies
of Warfare. Makalah yang Dipresentasikan dalam the 2nd INASYSCON 2011
tanggal 17-18 Desember 2011 di Universitas Brawijaya Malang.
[24] Scollon, R. and Scollon. S.W. (2003) Discourses in Places: Language in the
Material World. London: Routledge.
[25] Shi-Xu. (2005). A Cultural Approach to Discourse. New York: Palgrave
MacMillan
[26] Wilkinson, S. and Kitzinger, C. (ed.1995). Feminism and Discourse:
Psychological Perspectives. London: Sage Publications.
[27] Van Dijk, T.A. (2006) Discourse and Manipulation. In Van Dijk, T.A. (ed.)
Discourse and Society 17 (2), pp. 359-383. London, Thousand Oaks, CA and
New Delhi: Sage
[28] ___________ (2008) Discourse and Power. New York: Palgrave MacMillan
[29] Van Leeuwen, T (2008) Discourse and Practice: New Tools for critical
Discourse Analysis. Oxford: Oxford University Press.
[30] Wodak, R and Meyer, M. (ED) (2001) Methods of Critical Discourse Analysis.
London: Sage Publications Ltd.
[31] _______ and Chilton, P. (ED) ( 2005) A New Agenda In (Critical) Discourse
Analysis: Theory, Methodology, and Interdisciplinarity. Amsterdam: John
Benjamin Publishing. Co.
[32] Wooffitt, R. (2005). Conversation Analysis and Discourse Analysis: A
Comparative and Critical Introduction. London: Sage.
434
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Social Factors in Language Use: How Speakers of
Banten Javanese Language Maintain Mother Tongue
as Identity Marker
Siti Suharsih
English Department, University of Sultan Ageng Tirtayasa Banten, Indonesia,
siti.suharsih@yahoo.co.id
Abstract
The number of migrants is increasing by the time Bantengot a status as newprovince.
Language contact occurred during the process of communication between Banten
Javanese speakers and new comers.Thecontact leads both of the speakers to choose
the language that can be understandable. Dealing with the trend and considering
family as the basic institution in preserving mother tongue, the research goal is
investigating the use of Banten Javanese language in the family domain by relating it
to speakers’ social factors.The population of this research is all speakers of Banten
Javanese language in Banten Province. To get comprehensive data, the sample is
takenfrom 10 villages from different regions. Data are a collectedusingface-to-face
survey by distributing a questionnaire to 10 villages in Banten Province. The
questionnaire then analyzed using cross tabulation. This technique usedto get the
percentage of Banten Javanese language speakers who use their mother tongue
among their family members. The result shows that most of the speakers choose to
use Banten Javanese language as their mother tongue in their interaction among
family members.
Keywords: Banten Javanese language, family domain, language use, social factor
INTRODUCTION
Language attitude often influenced by social factors.These social factors
included speaker’s age, sex, education and job (Hudson, 1985:66-68; Milroy,
2003:36-42). In addition, these social factors may cause the norm of language
use applied in a certain community. Therefore, the language have different
status and function for each different domain. For instance, bahasa Indonesia
will be applied in formal circumstances since it deals with the formal domain,
while Banten Javanese language will be used among the members of the
family in family domain.
Since Banten became a new province, many people come and stay to find
a job. They shift for location and language reason as well. The shifting done
by new comers will affect to the habitants. To make the communication run
smoothly, both of them will choose one language that can be understandable
for the two speakers. Because of that, the habitants as Banten Javanese native
speaker tend to use bahasa Indonsia during the conversation, meanwhile
Banten Javanese language used at home. However, this attitude toward the
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division of language cannot be stable like that. There is much pressure around
them to trigger the native speakers to choose others language; even they have
communication with their own family.
Family, as one of language use domains, is a place where family
members use mother tongue as the language of the family. When parents are
still using the language to their children, it can be said that the process of
transmitting the language is still running. If the process of transmitting the
language is still running, it indicates that the local language (mother tongue) is
still maintaining.
In line with the significance of family as the place to maintain the
language and relating with the developing of Banten as a new province, it is
interesting to investigate how Banten Javanese language used by the speakers
in family domain. By giving the fact that the habitants are still using Banten
Javanese language, it portraits that the language still exists among others living
languages in Banten. Therefore, the researcher’s aim of the researcher is
describing the use of Banten Javanese language influenced by social factors in
family domain.
METHODS
To conduct the research, the researcher did some procedure and
technique in the way to do the research is systematic. To reveal the data based
on the findings, the researcher applied two kinds of approaches. Quantitative
approach dealt with the quantification process. Meanwhile, qualitative
approach figured out the findings with the description.
The population of the research was all Banten Javanese native speakers
in Banten Province. The sample is taken by cluster-purposive sampling since
the respondents had had been grouped in different villages. To choose the
respondents, the researcher proposed some criteria based on some
qualification: range of age respondents (17-20, 21-30, 31-40, 41-50, and 5160), sex (female or male), native speakers of Banten Javanese language, and
he/she was born in Banten area. The selected sample was 340 native speakers
who were from 10 different villages in Banten province.
Data selection used questionnaire. The questionnaire consisted of two
main questions. First one was asking about the personal information of the
respondents, and the other one was asking about language choice. This
questionnaire distributed by the face-to-face survey. To distribute the
questionnaire, the researcher assisted by some key informants. These key
informants were the person who selected who would be the best respondents.
To analyze the data, the researcher use cross tabulation. This technique
employed for the variable of this research was more than two, i.e. language
use, family domain, and social factors. For social factors, this research focused
on only two social factors: sex and age of the respondents.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
RESULT
To figure out the 340 respondents, here was the composition of
respondents based on their age and sex.
Table 1. Respondents Composition
Sex
Age
Variable
Male
Female
17-21
21-30
31-40
41-50
51-60
N
163
177
51
90
76
74
49
The number of respondents
%
Total
47,94
52,06
100 %
15
26,47
22,35
100 %
21,76
14,42
Based on the table, it showed that there was a slight difference between
male and female. Male respondents were 14 less than female. Based on the
respondents’ age, the largest number was respondents in the range between 2130 years old. In the other side, respondents who were in the range 51-60 years
old were the least one. From the age composition, ittended that the most
respondents involving in this research were in young period.
After collecting data, the next step was analyzing data using cross
tabulation. Data result of language use in family domain focused on the
situation when the speech occurred. The situation described was only in an
informal situation, including the situation when she/he was angry, praying in
heart, texting to friends, texting to a spouse, commenting headline newspaper,
and commenting news on TV.
Banten Javanese language in family domain based on sex
Based on sex variable, the composition of female respondents had a
larger number than male (table 1). In line with the language use at home when
they were in the informal situation, the two different sex respondents did not
show significant differences (see figure 1). However, the researcher found that
the trend of female respondents usedBanten Javanese languagewas more than
male.
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Male
commenting news
on TV
commenting news
on paper
texting to spouse
texting to friends
praying in heart
in angry
commenting new
on TV
commenting new
on paper
texting to spouse
texting to friends
praying in heart
in angry
160
140
120
100
80
60
40
20
0
Female
Figure 1. Female and male trend in using Banten Javanese language
Based on figure 1, it showed that female respondents dominated
Banten Javanese language in the family domain when they were in the informal
situation. The biggest differences between female and male were found in
commenting news on TV and papers. When they were commenting in both
media, the number of female respondents was 96, while male respondents got
76. Although there was a significant difference when both of them commenting
the news, however, they were showing equal when the two different sexes were
being angry and prayed in their heart silently.
80
70
60
50
40
30
20
10
0
in angry
praying in heart
texting to friends
texting to spouse
e ti g ew o …
co
commenting new on TV
in angry
praying in heart
texting to friends
texting to spouse
e ti g ews o …
co
e ti g ews o …
co
in angry
praying in heart
texting to friends
texting to spouse
e ti g ews o …
co
e ti g ews o …
co
in angry
praying on heart
texting to friends
texting to spouse
e ti g ews o …
co
e ti g ews o …
co
in angry
praying in heart
texting to friends
texting to spouse
e ti g ews o …
co
e ti g ews o …
co
Banten Javanese language in family domain based on age
This part described the use of Banten Javanese language based on
respondents’ age. The respondents were categorized into five stages of life: 1720, 21-30, 31-40, 41-50, 51-60 years old. From 340 respondents, here was the
result from five stages ageshowed on figure 2 below.
17-20
21-30
31-40
41-50
51-60
Figure 2. Trend in using Banten Javanese language based on age stages
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Universitas Andalas, August 24, 2017
From all of the respondents in this age stage, the most frequent selection
of Banten Javanese use was praying in heart silently. There were 35
respondents who use this language when they were praying. On the contrary,
the least frequent selection of Banten Javanese language was texting to friends.
In the other word, most of the respondents used Banten Javanese when they
were praying, but they could change the language when they were texting
message to friends.
DISCUSSION
In a multilingual society context, a language use is strongly influenced
by social factors that cling to respondents and established norms agreed upon
the community. These social factors supported the social community how to
behave toward the language. As the result of this, the domain was taken into
account for placing the language. In the other word, the domain can be said as
a set of place, people who were involved, and context of the conversation. The
three kinds of social context then required a specific language (Holmes, 20:
2015). After showing the result of the data analyzed, this part was discussing
the findings with some relevant theories. The theories were those that
correlated with language use, language choice and social factor.
Sex as contributing factor in language use
A language pattern illustrated in figure 1 showed that the respondents
paid their attention to whom they talked to. One example appeared from figure
1 that the female tried not to be the subordinate position from the male. An
indication of language behavior was exhibited by female respondents could be
related to Labov’s findingin 1997 when he researched the differences in
language behavior between male and female. From his finding, Labov said
that,
“women conform more closely than man to socilomignusitic
norm that are overtly prescribed (i.e. standard forms, but
conform less than men when they are not (i.e. innovative
form that are too new to have been recognized prestige or
stigma”
Based on his findings, it showed that women behavior prefers to use
standard language forms. However, for some studies these findings did not
apply exactly same as what Labov found. Schilling (2013: 224) noted that the
study conducted by Hibiya in Tokyo (1998) and Lopez-Morales in Puerto-Rico
(1981) indicated different finding. From two studies, Schilling argued that sex
did not affect the behavior of language.
In line with this research finding, the respondents give different trend
from Labov’s. In this study,female showed the trend to use Banten Javanese
language in almost situation. This tendency indicated that female respondents
kept their local language.
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Age as contributing factor in language use
The age stage used in this research supported Coulmas division. The age
range 17-20 years old was consideredas a transition phase from adolescence
into early adulthood. In this stage, they were more labile in language use since
they still influenced by the environment. This phase also showed the time when
they move to work world. For this phase, Coulmas identified as self-discovery
period. In this age, they usually imitate the adulthood language style for some
reasons. Based on the finding, respondents within 17-20 years old showed
positive trend toward Banten Javanese language. They tended to use the
language for almost activities.
The age around 21-30 was in stable behavior. In this phase, they were
mature to pass prevailed social norms (Coulmas, 2006: 61). The older person
was the person who used less nonstandard language. Another stage of age, i.e.
51-60, encountered physical obstacles. In this phase, the respondents began to
lose their ability. Because of the condition, some of respondents were unable
to use mobile phone so that they tended to speak directly to others.
CONCLUSION
According to finding and discussion, it can be concluded that most of
respondents still used Banten Javanese language in family domain, particularly
when they were in informal situation. However, related with sex and age, there
were some points noted that:
1 Comparing to male, the number of female respondents were greater.
This trend indicated that females gave their big contribution to maintain
Banten Javanese language.
2 Based on age stages, middle age respondents (21-40) showed the
positive trend in using Banten Javanese language. They contributed in
maintaining the language since they used it in most of informal
situation at home.
REFERENCES
[1] Coulmas, Florian. Sociolinguistics: The Study of Speakers’ Choices.
UK: Cambridge University Press (2006)
[2] Holmes, Janet. An Introduction to Sociolinguistics.New York:
Longman. (2015)
[3] Milroy, Lesley dan Matthew Gordon.Sociolinguistics Method and
Interpretation. UK: Blackwell Publishing (2013)
[4] Schilling,
Natalie.Sociolinguistic
Fieldwork.USA:
Cambridge
University Press. (2013)
[5] Wodak, Ruth. Gender as Sociolinguistics Variable.Florian Coulmas
(Ed).(2000) ‘The Handbook of Sociolinguistics’.(pg.129-150).
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AUTHOR BIOGRAPHY
Siti Suharsih, was born in Serang, August 5th 1976. While she is teaching,
she have conducted in some research dealing with linguistic and language
teaching. Right now, she’s taking her post graduate in Linguistics Department,
FIB UI and working as an English lecturer at FKIP, University of Sultan Ageng
Tiratyasa Banten.
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Language Usage in Communication
Among Indonesian Citizens in South Korea
Sonezza Ladyanna
Indonesian Department, Universitas Andalas, Indonesia,
ladyannasonezza@gmail.com
Abstract
Social interaction among Indonesian citizens who lived permanent or temporarily in
South Korea used several different languages. This article describes the background
and function of language use on social interaction among Indonesian citizens living
in South Korea. The method used in this study is a qualitative methodology. Data
collected by directly events said that occurs.The subject of study is Indonesian citizens
in South Korea such as workers, students, and family marriage intervening. The
object of this research is the use of language in social interaction among Indonesian
citizens. It was analyzed by the qualitative method through sociolinguistic theory and
reported descriptively. The results show that the language used in inter-Indonesian
citizen interaction in South Korea is dominated by informal Indonesian language
because of the diversity of speakers' origins, regional languages especially Javanese
and Sundanese since they are the majority, and the Korean language. This has a
positive impact on local language defense.
Keywords: Language using, Indonesian citizens in South Korea
INTRODUCTION
Nowadays, the popularity of South Korea is increased along with the
development of the entertainment and tourism industry, including the medical
and beauty tourism. Along with that, the economic development also continues
to grow, as well as the cooperation with Indonesia. After the cooperation
agreement between the government of Indonesia and Korea in August 2005 is
approved, the number of Indonesia workers (Indonesian Migrant Workers) in
South Korea continues to increase (Pudjiastuti, 2013:103). As well as the
number Indonesian students who are studying in Universities in Korea are also
increased, and some students who have graduated from Universities in Korea
also do not return to Indonesia, and they continue to work and live in South
Korea.
Based on that fact, Indonesian citizens who lived whether permanent or
temporary in South Korea are continuously increased. Some of them have
formed communities according to religion, ethnicity and social equality such
as KMI (Komunitas Muslim Indonesia), PERPIKA (Persatuan Pelajar
Indonesia di Korea Selatan), PUMITA Busan-Korea Selatan (Persaudaraan
Umat Muslim Indonesia Al-Fatah), Korean-Indonesian Multicultural Family
Community, and Social Communities based on ethnicity, especially Java,
Sunda, Bima and so on.
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Through these communities, the Indonesian citizens with various
professions gathered to socialize. Not only through the communities, but also
in places of worship such as church and mosque they also gathered to socialize.
Social interaction among Indonesian citizens used several different languages,
such as Indonesian and local languages.
In this article, the background and function of language use on social
interaction among Indonesian citizens living in South Korea are described. In
addition to enriching the sociolinguistic research, this study is expected to be
the beginning of the study of language defense and shift of Indonesian migrants
in South Korea.
METHODS
The method used in this study is a qualitative methodology. The data is
collected by examining directly the speech act that occurred (Sudaryanto,
1993). The subjects of this study are Indonesian citizens in South Korea, such
as workers, students, family marriage intervening, and family who accompany
worker or student. The object of this study is the use of language in social
interaction among Indonesian citizens. This study analyzed by qualitative
method (Muhadjir, 2000) through sociolinguistic theory and reported
descriptively.
Sociolinguistic is a science that examines the relationship between
language behavior and social behavior (Kridalaksana, 1993:201). Chaer and
Leony (2004:4) indicate that sociolinguistic is a subsidiary of science that is
interdisciplinary and examines the language relation to social factors in a
speech act society.
According to its formality, Joss in Chaer and Leony (20014:70-2);
Ohoiwutun (1996:46) divided the language variant into five types. Those five
types of language are the official type, formal type, business or consultative
type, casual type, and familiar or intimate type.
Informal type is used to follow and adjust to the circumstances and
communication situation (Wijana and Rohmadi, 2006:169). Here, the
communication situation means who, to whom, what problem, and objective.
Therefore, some form of language aspects such as the use of foreign languages
and local languages can be found within the informal type.
Language defense is an attempt to conserve the local language by
preserving a domination of local language that is implemented through the
frequent use. Fishman (1972) claimed that an important factor to preserve a
language is the loyalty of its community supporters. The high loyalty in a multi
language society is an important factor for the local language defense.
According to Chaer and Leony (2004:120), the mixed code is the use of
fragments from other languages, which may be a word or phrase, in the use of
a language that may be necessary, so it is not considered as a fault or diversion.
Meanwhile, the switch code is switching the use of a language to another
language in a speech act.
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RESULT
The results show that the language which used for interaction among
Indonesian citizens in South Korea is dominated by the informal Indonesian
language because of the diversity of speakers’ origin, regional languages
especially Javanese and Sundanese since they are the majority, and the Korean
language. Moreover, other local languages also found depending on the
speaker and opponent speakers such as Minangkabau and Malay language
which is commonly used by people from Palembang, Bengkulu, and Jambi,
Bali language, and Bima language. However, these languages are not used as
much as Javanese and Sundanese. The following explanation based on the
language used is discussed.
Indonesian Language
As a national language, Indonesian language is very important for
Indonesian citizens wherever they lived. Although they live abroad, like in
South Korea, Indonesian citizens still use Indonesian language when they
communicate with people who have different local languages and cultures in
communities or other events. Even though they can speak foreign languages,
like Korean and English, they prefer to use Indonesian as a primary choice
when interacting with other Indonesian citizens unless the communication
involves the local residents (Korean).
The diversity of Indonesian language which used is based on the
situation and condition. Formal language is used in the formal situation, and
informal or casual language is used in the informal situation. In the use of
informal and casual language, mix code and switch code with local languages,
and the Korean language is found. The use of mix code is caused by habit
factor in daily activities in Korea. It is found that there is an inclusion of Korean
word into Indonesian language speech act because of the daily habits of the
speakers. For example, “dosirak” or lunch box, “canggap” or glove made from
plastic, and “jihacul” or underground train. In Indonesian, these kinds of words
are difficult to find or rarely to be used. The switch code occurs because of the
existence of multicultural speaker. For example, switch code from Indonesian
to local language or foreign language.
Javanese and Sundanese Language
Javanese and Sundanese are the dominant local languages that found in
the communication among Indonesian citizens in South Korea. Since the
speaker from Java and Sunda are the major community, compare to other
language speakers. Indonesian citizens in South Korea who work as Indonesian
Migrant Workers and Korean-Indonesian multicultural families mostly are
Javanese speakers and then followed by Sundanese speakers. Likely, students
and other professions are also the majority of these two languages speakers
because logically, the number of Indonesian people in Java Island is the highest
also Javanese and Sundanese speakers are from this island.
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Korean Language
Based on the analysis, Korean language is commonly used in the word
structure that caused mix code in the speech act. The used of Korean in the
sentence structure is rarely found. It is because the communities or gathering
with other Indonesian citizens is a precious thing, where they can express their
feeling of missing their homeland.
Other Local Languages
Other local languages are Malay language that used in Palembang,
Bengkulu, and Jambi, Batak language, Minangkabau language, Bima language
and Madura language. The lower number of these local languages speakers
impacts to the lower number in using these languages. Sometimes, they also
speak Javanese and Sundanese in communicating because of the influence of
the environment.
DISCUSSION
The use of local languages among Indonesian citizens in South Korea
shows a positive impact to preserve the speaker’s local language. In family
marriage intervening (Indonesian wife and Korean husband living in Korea),
they tend to not to teach the mother’s local language to their child (Ladyanna,
2012). Thus, the language defense of mother’s local language does not work.
However, they still use the local language in the communities or events in
worship places and other place.
The social network like Facebook can be a media for using the local
language, so that it can help to attempt the local language defense (Ladyanna,
2012). Ladyanna also studied about the using of Malay (Indonesia) language
in South Korea and concluded that Malay-Indonesia language is used in some
aspects life in Korea, such as the economy, mass media, education, and social
community (http://plm.org.my/wrdp1/?page_id=1912). Furthermore, it is also
explained that Malay-Indonesia language has a role to improve the economy,
disseminate the information, create the reliable human resources and reduce
the social conflict.
As Fishman stated before, the loyalty of speaker is an important factor
in local language defense. The use of local languages by Indonesian citizens in
South Korea can support the local language preservation. Although living far
away, the mother tongue (local language of origin) is used continuously
according to the situation and condition. Therefore, the worries of language
extinction can be prevented.
Regarding Unesco, nearly 2.724 languages in the world are threatened
with extinction (Mason, 2012). Meanwhile, the local language is a tool to
educate young people since the local language contains the local wisdom.
Many experts have analyzed the problem of local language defense. Hanna
(2012) found that the lower number of using the local language can reduce the
quality of language defense itself.
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Responding to the diversity of ethnic group in Indonesia, the Indonesian
language can make the Indonesian people from different ethnic group closer
even though they live abroad. Thus, the sense of nationalism will continue to
grow. To prevent the local language from extinction, the use of language
depends on situation and condition is an important thing to be considered by
every speaker.
CONCLUSION
Local language usage in communication among Indonesian citizens in
South Korea shows a positive impact to preserve the local language of the
speaker. Although living far away, the mother tongue (local language origin)
still use continuously depends on situation and condition. Therefore, the
worries of language extinction can be prevented. To prevent the local language
from extinction, the use of language depending on situation and condition is
an important thing to be considered by every speaker.
REFERENCES
[1]
Pudjiastuti, Tri Nuke, "Indonesian Migration to Korea nd Its Implication
for Multiculturalism in Korea", in Workshop on Multiculturalism in
Korea and ASEAN’s Contribution”, Seoul, 2013.
[2] Sudaryanto. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta :
Duta Wacana University Press. 1993.
[3] Muhadjir, Noeng. Metodologi Penelitian Kualitatif Edisi IV.
Yogyakarta: Rake Sarasin. 2000.
[4] Kridalaksana, Harimurti. Kamus Linguistik. Jakarta: PT Gramedia
Pustaka Utama. 1993.
[5] Chaer, Abdul dan Leony Agustina. Sosiolinguistik Perkenalan Awal.
Jakarta: Rineka Cipta. 2004.
[6] Ohoiwutun, Paul. Sosiolinguistik. Jakarta: Kesaint Blanc. 1997.
[7] Wijana, I Dewa Putu dan Muhammad Rohmadi. Sosiolinguistik Kajian
Teori dan Analisis. Yogyakarta: Pustaka Pelajar. 2006.
[8] Fishman, J. A. Language and Nationalism. Massachusetts: Newbury
House Publishers. 1972.
[9] Ladyanna, Sonezza; Kim Jang Gyem, dan Normalizah. “Penggunaan
Bahasa dalam Keluarga Kawin Campur Indonesia-Korea”. Southeast
Asia Journal, Center for Southeast Asian Studies HUFS. Vol. 22/no. 3.
2013.
[10] Ladyanna, Sonezza. “Pemertahanan Bahasa Daerah dalam Komunikasi
Anggota Kelompok Keluarga Besar Indonesia di Korea (Pekerja,
Pelajar, Mix Married di Korea) pada Jejaring Sosial Facebook” in DMIT
International Conference Issues and Challenges in Malay-Indonesian
Studies. 2012.
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[11] Ladyanna, Sonezza. “Penggunaan Bahasa Melayu (Indonesia) di Korea
Selatan” dalam Jurnal Linguistik Jilid 17 Bil 2 Dis 2013 ISSN 18239242. http://plm.org.my/wrdp1/?page_id=1912.
[12] Mason, Virginia W. “Bahasa yang Terancam” dalam National
Geographic, Juli 2012.
[13] Hanna. “Bahasa Daerah pada Era Globalisasi Peluang dan
Tantangannya” dalam Proceedings International Smeinar Language
Maintenance and Shift II. Semarang, 5-6 Juli 2012.
Sonezza Ladyanna: Master of Arts from Linguistic, Gajah Mada University,
2008; Lecturer and Researcher at Indonesian Language and Literature
Department, Faculty of Cultural Sciences, Andalas University since 2005—
present, and has been a foreign lecturer at Malay-Indonesian Interpretation and
Translation, Hankuk University of Foreign Studies, South Korea 2011—2014,
Busan University of Foreign Studies 2016—present; some research results in
the field of sociolinguistics, pragmatic, and teaching BIPA (Bahasa Indonesia
untuk Penutur Asing) are published in international seminars, national journals
(accredited), and international journal.
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The Variation of English Used by the Local English
Teachers in Padang, West Sumatra Indonesia
Sri Imelwaty, Yendra, Willy Satria
STKIPPGRI West Sumatra
imelwaty05@stkip-pgri-sumbar.ac.id
Abstract
English has become a worldwide English language as it is widespread all over the
world. Sociolinguistics reality has shown that different varieties of English have
arisen due to the contact of the English language and the local culture. In the context
of English language teaching within the non-English speaking countries such as
Indonesia, it is assumed that the teachers of English teach a monolithic version of
standard British (British Received Pronunciation) or Standard American English
(SAE). However, this condition should be questioned whether those teachers of
English use Standard English or they speak a certain variety of English. The aim of
this study is to describe linguistically the English of the local teachers. Some English
teachers who serve at local high schools in Padang West Sumatra Indonesia became
the participants of this study. They can speak English, Indonesian as their national
language, and Minangkabau language as their regional dialect. Their English was
analyzed qualitatively regarding their linguistic features. The findings of this study
indicate that the English of those teachers is phonological, morphologically and
syntactically different to SAE or British English. The findings of this study could
inform English language teaching pedagogy in the Indonesian context.
Keywords: Varieties of English, linguistics features, teachers of English
INTRODUCTION
English is a language that has become a global language. It was noted
that more than 335 million people from 101 countries in the world that use
English (Aziz, 2014). This means that almost the whole world know and even
regard English as a second language in addition to the primary language that
is used as a tool for communication. Moreover, some countries use English as
an official language.
Variation of the English language appears due to the contiguity of a
language with other local languages by those bilingual and multilingual
language users. This shows that the English language at this time is no longer
in a single form but also turn into plural varieties based on the context of native
speakers (worldwide) termed World Englishes (Kachru et al, 2009).
From the Sociolinguistic point of view, English is a foreign language
which is automatically intersected with the social culture of the community.
This influences the form and structure of the language. Social relations,
culture, and language are in a continuing relationship which is on an ongoing
basis. This turns into a circle that is always spinning; certain social patterns
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will produce certain linguistic patterns which in turn resulted in a return of
social patterns and so on.
In Indonesia, although English is still regarded as a foreign language
(English as a Foreign Language /EFL), English has been taught at all
educational level; even starting from primary education, up to higher
education. This indicates that English is the primary subject in Indonesian
schools. Theoretically, the English curriculum in Indonesian schools focusing
on the level of formal (structural) English that refers directly to the concept of
English in America (American), English (UK) and Australia (Australian).
They are classified as the official language (standard English) and refers to the
standard English of the native speakers of English that can be measured by the
tests such as TOEFL (Test of English as Foreign Language), TOEIC (Test of
English as International Communication), IELTS (International English
Language Testing System),TOEP (Test of English Proficiency), and others.
However, this situation raises several questions; (1) Is the English which
is taught in schools in Indonesia a standard English? Because everyday English
(languages use) is much different from what is taught in the formal schools.
Then, (2) Is there any possibility that the English which is being taught in
schools are a kind of the variation of English which is different to native
speakers of English? According to Alip (2004), the English of the people in
Indonesia is linguistically and culturally different. Thus those people will not
speak English like those in other countries which use English as their native
language. To this end, this study was conducted to determine whether the
teachers of English in Indonesian context use Standard English or a variation
of English (World Englishes). Therefore, the object of this research was
focusing on the English of the high schools English teachers as they their
English is being used as the model in their classrooms. These teachers have
been exposing their English to the students for years.
METHOD
This study was descriptive in which the data was obtained from
observations, documentations, analysis, field notes. 12 teachers of English who
teach in secondary schools in the city of Padang, West Sumatra participated in
this study. While they were teaching and speaking English, their voices were
recorded and then the sound of their voice was transcribed. The sentences
which were pronounced by the teachers are also transcribed. Transcriptions
were the primary data in this study. In analyzing the data, the inductive analysis
was conducted; the categories appeared in term of the linguistic traits that
appear. The results of data analysis present the linguistic aspects of the
teachers’ English related to sounds, words, and sentence structures. These
results are then presented in the form of a narrative description.
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RESULTS AND DISCUSSION
The results and the discussion of this study present on what variations
appear in those English teachers’ English. It was found the phonological,
morphological and syntactic variations. When those variation are being
referred to standard (American, British, Australian) English as found in
TOEFL (Test of English as Foreign Language), TOEIC (Test of English as
International Communication), IELTS (International English Language
Testing System),TOEP (Test of English Proficiency), these variations become
deviant English that could be regarded as an error (mistake /error). However,
when it is viewed from the English as a mean for communication, then these
variations can be accepted.
Variation in Phonology
In English, the vocal sounds, tends to be pronounced by the sound of a
diphthong (diphthongs) such as; [ei], [ou], [ai], [au], [uw], [ow],[ƆI], and so
forth. While the usual trend in the use of English by those teachers in the city
of Padang the diphthongs are not pronounced as seen in the data below:
(D.5) If you dont have the money to pay this book is ok [...]
(D.9) Why you are not come yesterday?
(D.52) Ambril do not you listen to Miss explain this last meeting?
(D.71) We live in Indonesia with so many land around us.
In the above data, the sound of 'pay' (D.5), the sound of 'come' (D.9), the
sound of 'listen' (D.15), and the sound of 'land' (D.71) are is the diphthong
sound in English. However, the teachers tend to make these sounds into vowels
monophthongal or single vowel. They are not nasal sound but in Standard
English, it is nasal sound which are by removing the noise through the mouth
(oral cavity) and nasal cavity (nasal cavity) simultaneously.
Variations in Morphology
The morphological rules in English change the verbs form into the
present, past and future. However, these forms were not found in the teachers’
English. This can be caused by the influence of the Indonesia and
Minangkabau language - either Indonesian or Minangkabau language does not
recognize the changes of the tenses/time on the verb but rather only giving the
indications of time. For example:
(D.9) Why you are not come yesterday?
S
P
Comp
(D.21) Collect your homework that Miss give to you las tweek!
P
Comp conj SP
Comp
(D.52) Ambril do not you listen to Miss explain this last meeting?
SP
S
P
Comp
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On the three sample sentences in the above data (D.9, D.21, D.52), it was
found that the verb in each sentence form i.e. come, give, and listen do not
change into the morphological form. They only use a basic verb form that is
used as a marker of the present tense. This can be seen that in the Standard
English grammar, these forms are incorrect. However, semantically these
sentences can be understood in accordance with the state of the time using the
words such as yesterday, last week, last meeting which act as compliments that
complete the meaning of the sentences. Therefore, the use of language cannot
be regarded as an error or mistake. It is only a variation of English without
damaging its structure syntactically such as in D.9 which is a simple sentence,
D.21 which is the combined sentence (compound), and D.52 which is
classified into a combined sentence mixture (complex sentence).
Variations in Syntax
The variations in syntax appear syntactically on the teachers’ English
was found in the use of the verb as predicate (P) and compliance with the
subject (S) at the grammatical level. In the structure of Standard English
sentence, it is always formed on the noun phrase (NP) which is acted as a
subject and it is followed by a verb phrase (VP) as a predicate. In this case, the
use of the form of the verb is always influenced by the subject (S). For
example, when the subject in a single sentence, the verb form used is also in
singular form. Conversely, when the subjects used are in the plural form, the
verb must also be in the plural form as well.
In contrast to Indonesian or Minangkabau language (the regional
dialect), the predicate used is not influential on the subject, because the verb in
Indonesian or Minangkabau language does not recognize the singular or plural
form. Thus, it is likely to affect the formation of a phrase used by those
teachers. It is eventually formed its own variations. For example;
(D.84) Rudi, you have to study hard
(D.12) Why you come late?
(D.19) My mom love me very much
In some samples of the above data, the use of the verb "have to" in D.84
sentence, the verb 'come' on D.12 sentence, and the verb 'love' on D.19
sentence are grammatical errors in Standard English, because they have plural
verb. While the subjects are participated in the singular form, they should use
the singular verb. Thus, the verb form should become "has to 'on D.84
sentence, the verb 'comes' on D.12 sentence, and the verb 'loves' on D.19
sentence.
However, when it is viewed as a whole syntactic structure of a sentence,
the sentences D.84, D.12, and D.19 have the subject (S) and predicate (P)
consisting of NP and VP although in the written language (in the context of
writing), the sentence is not in accordance with the correct order; but when it
is viewed as a communication, the sentence is a speech that has a complete
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meaning as a language. Thus, it can be considered as a variety of oral or spoken
language which meaning can be.
The teachers’ English tend to omit the verb that syntactically in Standard
English. They are the clause or the sentence which become the subject (S) by
its category as a noun phrase (NP) and predicate (P) by its category as a verb
phrase (VP ). This becomes the habit formation of the variation of English
because the use of the adjective without the use of ‘to be’, as it is seen in the
following data samples.
(D.73) Study with him ok, he a good boy
(D.5) you smart, but lazy
(D.16) you late, so you stand in front of the class
In their meaning, the utterances above (D.73, D.5 and D.16) are intended
to become sentences, but if they are examined grammatically in Standard
English, the sentences are not correct sentences, although the syntax of a
sentence has a subject (S) and predicate (P). It is because the predicate is not
categorized as a verb phrase (VP).
From the syntactical description, the removal of the verb on the sentence
structures changes the Standard English structure that should be in the form of
the subject NP and VP for predicate. This constructs a new variation with
comprehensible utterances by forming patterns on the subject and AdjP NP for
the predicate, but it only applies to predicate with adjectives.
CONCLUSION
English is a language which expands and becomes an integral part in
almost all the global community; so that English will no longer having a single
system which only the people in Britain and its former colonies has the
privilege to own it. English has also become a means of connecting nations.
Consequently this situation leads to the language paradigms ranging from
Standard English to English with various variations called "Word Englishes".
REFERENCES
[1]
[2]
[3]
Alip, FB (2004). The Feasibility of Indonesian English.Retrieved from
http://usd.ac.id.
Aziz, Aulia Lukman. (2014). Strengthening Indonesian Identity as Symbol of
National Identity and Language Unity Ahead of Implementation of the ASEAN
Economic Community (AEC) in2015.JOURNAL OF SOCIAL STUDIES, Th.
6, No. 1, May 2014, 14-20.
Kachru, BB, et al, C. L (Eds). (2009). The Handbook of World Englishes.
Malaysia: Wiley-Blackwell.
[4]
Kachru, B. (1997). World Englishes 2000: Resources for research
and teaching. In Smith, LE & Forman, ML (eds), World Englishes:
SelectedEssays,Vol. 14, University of Hawaii, pp. 209-251.
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Universitas Andalas, August 24, 2017
Diathesis System in Mandailing Language
Sri Indah Rahmiati Nasution1, Najmia Riani2, Ruli Oknita Sari3
Faculty of Humanities, Andalas University, Indonesia
1
Indahsri2891@gmail.com
2
Najmiariani.nr@gmail.com
3
Rhuli_kawai@yahoo.co.id
Abstract
This study is aimed to discuss diathesis system in Mandailing language by applying
the concept of classification proposed by Crystal (2001). Diathesis system in this
concept consists of nominative-accusative, ergative-absolutive, and middle voice. The
major purposes to be achieved in this descriptive-qualitative study are: (1) to
investigate types of diathesis system in basic clauses in ML, (2) to describe the
predicative construction of each type in each clause, and (3) to determine the typology
group of ML based on those types of diathesis system. The data are analyzed by using
form-changing and deletion techniques. The results of the study indicate that (1)
diathesis system in a basic clause in BM consists of active, anti-passive, passive,
ergative, and medial diatheses, (2) each type of diathesis system has its particular
constructions, (3) ML is categorized as a nominative-accusative type of language.
Key Terms: Diathesis System, Ergative-Absolutive, Nominative-Accusative.
INTRODUCTION
Typologically languages in the world have particularity, similarity, and
difference so they can be classified. One of the structural characteristic
languages based on a linguistic typology that can be classified is diathesis
system. Diathesis system is focused on morphosyntax level. Kridalaksana
(2009) defines diathesis system is the grammatical category that shows the
relation between participant and subject in action which typically realized by
verbs. It means that theoretically diathesis is not only based on morphosintax
study but also on semantics. The concept of classification of diathesis system
is proposed by Crystal (2012) who divides diathesis into three types;
nominative-accusative, ergative-absolutive, and middle voice.
Mandailing language is one of the regional languages that are located
in North Sumatra Province. Mandailing language hereinafter referred to ML,
commonly has the basic typology V-O-S (Van Valin and LapoLLa, 1999:77).
ML that has the basic typology V-O-S also has its own diathesis system. Based
on diathesis system analysis, the language can be categorized as nominativeaccusative or ergative-absolutive. The term ‘ergativity’ is used to describe a
grammatical pattern in which the patient argument (P) of the transitive
predicate is treated in the same way as the sole argument (S) of an intransitive
predicate, with the agent (A) of a transitive predicate being treated differently.
In an accusative system, the agent argument (A) of a transitive verb is treated
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in the same manner as the sole argument (S) of an intransitive predicate with
different treatment for P (Artawa, 2004:31).
There are several reasons why the research of ML diathesis system
needs to be conducted. First, this research has not been thoroughly reviewed.
Based on a literature search, the study of diathesis system in North Sumatra
Province has been done on Toba language. Second, based on the initial survey
of study, the researchers suspected if ML contains the characteristics of
ergativity. According to Anderson (in Artawa, 1998), there is a language that
has been categorized as ergative type morphologically but behaves an
accusative language syntactically. Thus, the researchers try to investigate types
of diathesis system in basic clauses in ML and describe the predicative
construction of each type in each clause to determine whether ML refers to
nominative-accusative or ergative-absolutive based on its diathesis system.
METHODS
The data for this study were taken from speakers of ML in Mandailing
Natal regency by applying descriptive research with a qualitative approach.
The data of this research are basic clauses in ML. In collecting the data, the
researchers applied observational method by using simak libat cakap (involved
conversation observation technique) and simak bebas libat cakap (uninvolved
conversation observation technique). In analyzing the data, researchers used
form-changing and deletion techniques. Meanwhile, the method applied to
present the result is formal and informal method with deductive-inductive
approach. Those methods and techniques proposed by Sudaryanto (2015).
RESULTS AND DISCUSSION
A. Types of Diathesis system in ML and Its Predicative Constructions
1). Active Voice
According to Kridalaksana (2009), active voice is a grammatical form
of a verb or clause that its grammatical subject is an agent. In addition, Loos
(in Satyawati) states that grammatical subject in the active voice is
semantically actor. It means that active voice has the grammatical subject as
the agent and grammatical object is a patient. Typologically, each language has
its marker which is featured in this construction. ML also has its marker. The
examples can be seen below:
(1) man- basu abit umak.
ACT- wash cloth mother
‘Mother is washing the cloth’
(2) man- tukar-kon hepeng ahu.
ACT- change-CAU money 1PL
‘I change the money’
(3) man-bada -i
halak sajo udak-mu.
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ACT-fight-APL people PAR uncle-POS2TG
‘Your uncle always fights people ’
Based on constructions (1-3), morphological markers of the verb
mambasu, manukoarkon, and mambadai are maN-, maN-/-kan, maN-/-i. Those
constructions have two arguments which consist of subject and object. The
subject is umak, ahu, udakmu as the agent and the object is abit, epeng, halak
as the patient. The verb mambasu has mam- (classified as maN-) prefix. The
classification prefix is based on the reality that it is a nucleus of its
verbalization. The verb mambasu (marked by nasal prefix morphologically) is
derived from the basic form basu, which is categorized as a verb. When its
basic form basu is attached by nasal prefix maN-, the verb is classified as a
transitive verb that needs two arguments. The verb manukarkon is also derived
from the basic form tukar which is a verb. When its basic form tukar is attached
by nasal prefix maN- and the suffix -kon, the verb is classified as a transitive
verb. Similarly, the verb mambadai is derived from the verb bada as the basic
form. When its basic form is attached by nasal prefix maN- and the suffix -i,
the verb is also classified as a transitive verb.
2). Anti-passive Voice
The anti-passive voice is not only found in ergative languages because
anti-passive and passive constructions can be found in the same language
(Postal, 1977). It means that anti-passive construction can also be found in
accusative languages. The verb in this construction can not be put into a passive
verb. The example can be seen below:
(4a) Mar-suo
si
Burhan ia.
ERG-temu ART Burhan 3SG
‘He meets Burhan’
(4b) Mar-suo rap si
Burhan ia.
AP-meet Prep ART Burhan 3SG
‘He meets with Burhan’
In construction (4a), NP ia is agent argument of the transitive verb, in
contrast, NP si Burhan is object argument of the transitive verb. Object
argument in (4a) is demoted so that NP si Burhan is not as the core argument
in (4b). In other words, NP si Burhan becomes peripheral in (4b). Dixon (1994)
states that NP of the derivational object becomes peripheral and it is marked
by the case of non-core argument (preposition, etc). Thus, NP si Burhan in (4a)
is not as core argument, and it is marked by preposition rap in (4b). The verb
marsuo is not classified as transitive in (4b) so that it only has one argument
(ia). This relates to the theory of anti-passive stated by Dixon (1994) who
explains that anti-passive is treated to the transitive clause and forms
intransitive clause. The verb marsuo is derived from verb suo as the basic
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word. When its basic form is attached by prefix mar-, the verb is classified as
an intransitive verb.
3). Passive Voice
Passive Voice is derived from active voice. This construction has an
argument so that it is classified as an intransitive verb. In ML, the marker of
passive voice is di- (̴ i-) in its verb. Generally, passive construction has patient
argument (P). However, there are two kinds of passive that can be found in
ML; passive form that its argument refers to patient and passive form that its
argument refers to agent. The following examples are presented to see those
constructions:
(5a) man-oban sira nanguda.
ACT-bring salt aunty
‘Aunty brings salt’
(5b) di-oban
do sira i.
PAS-bring PAR salt ART
‘The salt is brought.’
(6a) mang-kojar manuk i
ia.
ACT-chase chicken ART 3SG
‘He chases the chicken’
(6b) di-kojar
ia
(manuk i).
PAS-chase 3SG chicken ART
‘(that chicken is) chased by him ’
Constructions (5a) and (6a) are active voices which marked by nasal
prefix maN- . Based on the passive principle, object NP of active verb becomes
subject and agent NP of active becomes an oblique in passive construction
(Dixon, 1994). In ML, object NP of active verb becomes subject and agent NP
of active is deleted in passive construction (see 5b). The verb dibasu is verb
(marked by nasal prefix morphologically) with ‘the verb’ as the basic form.
When its basic form bawa is attaced by prefix di-, the verb is classified as
intransitive verb that has one argument. However, in construction (5b), object
NP of active verb becomes an oblique and agent NP becomes an agent in
passive construction. The verb dikojar is verb with ‘the verb’ as the basic form.
When its basic form kojar is attaced by prefix di-, the verb is classified as
intransitive verb that also has one argument. Passive construction that its
argument refers to agent is more often used by the speakers in Mandailing
Natal.
4). Ergative Voice
Ergative voice is found in ergative-absolutive language. In contrast,
passive voice is found in accusative language. However, both ergative and
passive constructions can be found in accusative language. According
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Anderson (in Artawa, 1998), there is an ergative language at morphological
level but it acts accusative syntactically. It means that there is no absolutive
languge in this world. Therefore, a language which has active-passive voices
also can have ergative construction. ML, as the accusative language also has
ergative construction. The examples can be seen below:
(7) tar-tolon ahu.
ERG-telan 1SG
‘I swallowed it (unintentionally)’
(8) mar-langgar kareta nia.
ERG-crash motorcycle-POS2SG
‘Her motorcycle crashed’
Constructions (7) and (8) are ergative constructions. Those
constructions can not be put into passive form. Those ergativities are marked
by prefix tar- and mar- morphologically. Those prefixes give the meaning of
unintentional actions. Hopper and Thompson (in Yusdi, 2012) states that one
of transitive parameters is degree of deliberation. In addition, Comrie (in
Jufrizal, 2012) both passive and ergative voices can have the same property of
subject as the patient rather than the agent. However, the property of subject
as patient in passive construction is higher than in ergative construction. In
those constructions, tolon + tar- and potuk + tar- are the verb which has the
meaning of unintentional actions. According to Cartier (in Yusdi, 2012)
derivation of transitivity is one of the characteristics of ergativity.
5). Middle Voice
Middle voice refers to the clause which is the action of the verb impacts
to its subject. In other words, the subject is actor and also patient. Shibatani (in
Kardana, 2011) divides three types of middle voices; morphological middle
voice, periphrastic middle voice, and lexical middle voice. The following
examples are presented to see those constructions:
(9) mar-lojong ahu.
MED-run 1SG
‘I run’
(10) mar-lojong-kon diri ahu.
PRE-run-APL MED 1SG
‘I run’
(11) modom ahu.
Øsleep 1SG
‘I sleep.’
Construction (9) is a morphological middle voice. The prefix mar- that
is attached in its verb classified as intransitive verb. Thus, it just has one
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argument (ahu). This argument is indicated as A and P argument because the
result of the action impacts the subject. Construction (10) is the periphrastic
middle voice that showed by diri in ML. That word (diri) indicates that subject
is both actor and patient. Both of these roles mean there is co-referential
relation. Therefore, periphrastic middle voice identically refers to the reflexive
clause. The verb of this clause is derivated from lari (classified as a verb).
When affixes mar-/-kon are attached to its verb, it is classified as a transitive
verb. Construction (11) is a lexical middle voice which is marked by zero in
its verb. The verb lari means the action of the verb impacts to its subject. The
verb lari is classified as an intransitive verb.
B. Grammatical Typology of ML based on its Diathesis
The term ‘ergativity’ is used to describe a grammatical pattern in the
which the patient argument (P) of the transitive predicate is treated in the same
way as the sole argument (S) of an intransitive predicate, with the agent (A) of
a transitive predicate being treated differently. In an accusative system, the
agent argument (A) of a transitive verb is treated in the same manner as the
sole argument (S) of an intransitive predicate with different treatment for P
(Artawa, 1998:31). ML is classified as accusative language. According to
Jufrizal (2012) and Yusdi (2012) a language that has active-passive
constructions is the major characteristic of accusative language. However,
theoretically, ML is not an absolutif as accusative language because diathesis
ergatif-absolutif also found in this language.
CONCLUSION
Based on data analysis, it can be concluded that ML is nominativeaccusative language because it has grammatical pattern which the agent
argument (A) of a transitive verb is treated in the same manner as the sole
argument (S) of an intransitive predicate with different treatment for P. It is
proven by ML has active><passive voices. Active-passive voices are marked
morphologically by maN- >< (d)i-. There are two kinds of passive forms in
ML; passive form that its argument refers to patient and passive form that its
argument refers to agent. ML also knows middle voice; morphological middle
voice, periphrastic middle voice, and lexical middle voice.
REFERENCES
[1] Artawa, I Kt. 1998. ‘Bahasa Bali: Sebuah Kajian Tipologi Sintaksis’
dalam Linguistik Indonesia. Vol. 16, No. 1-2. Denpasar: Universitas
Udayana.
[2] Crystal, David. 2001. A Dictionary of Language. Chicago: University of
Chicago Press.
[3] Dixon, R. W. M. 1994. Ergativity. Cambridge: Cambridge University
Press.
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[4] Jufrizal. 2012. Tatabahasa Bahasa Minangkabau Deskripsi dan Telaah
Tipologi Linguistik. Padang: UNP Press.
[5] Kridalaksana, Harimurti. 2009. Kamus Linguistik. Jakarta: Gramedia
Pustaka Utama.
[6] Postal, Paul M. 1977. Antipassive in French. Linguisticae Investigationes.
Vol.1.
[7] Satyawati, Made Sri. 2011. Pemarkah Diatesis Bahasa Bima. Linguistika.
Vol. 18., No. 34. Denpasar: Universitas Udayana.
[8] Sudaryanto. 2015. Metode dan Teknik Analisis Bahasa: Pengantar
Penelitian Wahana Kebudayaan Secara Linguistis.Yogyakarta: Sanata
Dharma University Press.
[9] Van Valin, R. D. dan R. LaPolla. 1999, 2002. Syntax: Structure, Meaning,
and Function. Cambridge: Cambridge University Press.
[10] Yusdi, M. 2012. Relasi Gramatikal dalam Bahasa Melayu Klasik:
Tinjauan Tipologi Sintaksis. Padang: Minangkabau Press.
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The Minangkabau Local Wisdom in Numeral
Classifier for Food Ingredient Counter
Case of Halaban Isolects, Lima Puluh Kota Regency
Sri Wahyuni, Nadra, and Ria Febrina
Department of Indonesian Literature, Andalas University
1
eny.azwar@gmail.com,
2
nadra_1963@yahoo.co.id,
3
and riafebrina03@gmail.com
Abstract
This paper aims to describe the types of the numeral classifier for food ingredient counter which showed
the local wisdom of Minangkabau peoples used by the Minangkabau language native speakers with
Halaban isolects in the Lima Puluh Kota Regency. The data collection conducted in four methods: (1)
hearing, (2) interview, and (3) recording. The methodology used in data analysis was the intralingual
comparison method and referential comparison method. The results of this study indicated that the
Minangkabau local wisdom could be found from the numeral classifier used in food ingredients counter
in Halaban isolect, Lima Puluh Kota district. From the forms, there are three categories of numeral
classifiers which show the local wisdom: (1) the individual numeral classifiers, (2) the collective numeral
classifiers, and (3) the size numeral classifiers. The individual numeral classifiers were found in five
linguistic forms, while there are nineteen linguistic forms were found as the collective numeral
classifiers, and the size numeral classifiers were found thirty linguistic forms. All the numeral classifier
forms are still used by the Minangkabau language native speakers with Halaban isolect in Lima Puluh
Kota Regency currently.
Keywords: local wisdom, numeral classifier, counters, food ingredients, Halaban isolects.
INTRODUCTION
The Minangkabau language is the vernacular use simultaneously with
Indonesian and foreign languages. Due to current development, the existence
of local languages is becoming more marginalized. From the preliminary
observations base on the native Minangkabau language speaker area,
especially in the West Sumatra province, it can be predicted that the
Minangkabau language has undergone to shift. There are several causes of this
language shift, include the impact of the globalization.
The globalization phenomenon seemed to try unifying the whole human
being around the world into the one same culture style. This phenomenon
certainly alienates Minangkabau community away from their cultural roots
then eliminates their national identity. In fact, as a civilized nation, they also
have strong cultural roots inherited from the experience of the ancestors and
then become the spirit of life. This thing is known as the local wisdom.
According to Sibarani (2012: 112-113), the local wisdom is a native
wisdom or knowledge developed by the society that comes from the virtue of
the cultural tradition which uses as the self-control of the social life.
Furthermore, Ataupah (2004) described that local wisdom characterized with
the rich historical and positive value. This value was obtained by the ancestors
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and then inherited orally to the next generation. In fact, Moendardjito (cite
from Ayatrohaedi, 1986: 40-41) stated that the local wisdom could give the
direction to the cultural development.
The current main stream culture has contributed to encouraging the
public to take part in the global culture which is largely dominated by western
culture. In many ways, the standards of civilization are measured from western
civilization. For example, the growth of the modern market in the regional part
of Indonesia, including West Sumatra province, has given the impact to a shift
of the numeral classifier use in Minangkabau language. The modern markets
are more likely to use western terms, especially English for counting objects
or products. Therefore, to maintain the existence of the Minangkabau language
and to explore the local wisdom of Minangkabau culture, it is necessary to
conduct the deep study in the numeral classifier Minangkabau language.
In this paper, the discussion is focused on the forms of the numeral
classifier of the ingredients counter and the use of Minangkabau language,
isolects of Halaban speakers in Lima Puluh Kota Regency. The data was
collected in Nagari (village of) Batupayuang, Lareh Halaban Sago district. The
discussion on this paper will be specified on the numeral classifier which
shows the local wisdom in Minangkabau language.
According to Nadra, Sri Wahyu, and Mahsun (2014), the numeral
classifier (or also called as the classifier of the object) is a word that plays an
important role because this word has a function to classify the objects. The
numeral classifier is always present along with objects.
Mizuguchi (2004a: 26) states that "the numeral classifiers are classifiers
that occur with a numeral or a quantifier." In line with the state of Mizuguchi,
Miho (2004) explained that the numeral classifier is a word accompanying
behind the number which shows the nature and the types of purpose that are
based on form and meaning.
There is two separate statement in classifying the numeral classifier base
on the nature of the functionality, namely, by Aikhenvald (2000) and
Mizuguchi (2004). Aikhenvald (2000: 114-115) divided numeral classifier into
two types base on the division of Lyon (1977), sortal and mensural. Sortal is
a numeral classifier to count the objects individually by one unit, while the
numeral classifier mensural is stated object size (Aikhenvald, 2000: 114 -115).
In contrast to Aikhenvald, Mizuguchi (2004), numeral classifier
classifies into three types, namely the individual numeral classifier, the
collective numeral classifier, and the size numeral classifier. Furthermore,
Mizuguchi explained that the individual numeral classifier is the numeral
classifier used to count the smallest unit or to count one by one the tangible,
solid objects, and for each of these objects to use specific numeral classifier.
The collective numeral classifier is the numeral classifier for counting objects
formed from the collection of the smallest units, and in counting the objects no
longer focusing on them individually, but on the group formed by some of the
individual members. The size numeral classifier is numeral classifier used for
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measuring an object based on its size, and the object is known for not of the
smallest unit (Mizuguchi, 2004: 13-14). Based on these two statements, it is
clear that the classification of the numeral classifier based on Mizuguchi
(2004) is more detailed than the classification of Aikhenvald (2000).
Therefore, the discussion of this paper will be based on the classification of the
numeral classifier as stated by Mizuguchi.
METHOD
This research data sourced from oral language. The data were obtained
from the direct interview with informants in the location (Halaban village,
Lima Puluh Kota Regency). The prepared data collected through the three
methods include (1) hearing, (2) interviews, and (3) recording. The hearing
was conducted by (a) the full participation of researchers (the researchers
conceal their role); (B) the researcher as the participants (the role as the
researcher is known); (C) the participants as the researcher (the role as
participants is dominant than the role as the researcher; and (d) full time
researcher (the researcher observe without participation) (Creswell, 2002:
140).
The interview conducted with structured and unstructured manner.
Structured interviews are conducted using some questions that have been
compiled in a list of questions that serve to elicit the answers. During the
interview, it must be arranged to directly face with the informant. Sudaryanto
(1993: 138) named this technique as a one face interview method. The answer
of the informant was immediately recorded on the paper. The noting of answers
is conducted orthographically. If the informant gives a dubious answer, it
should be asked again in a different way. Unstructured interviews carried out
depending on the situation that occurred the data collection on location
The intralingual comparison method as stated by Mahsun (2005: 112115) was used in analyzing the data. This method defined as the data analysis
method by correlating and comparing the elements which lingual
characterization. There are three basic techniques in this method include the
correlating and comparing then similizing technique (hubung banding
menyamakan/HBS), the correlating and comparing then differentiating
technique (teknik hubung banding membedakan/HBB), and the correlating and
comparing then summarizing similar points technique (hubung banding
menyamakan hal pokok /HBSP). This method and techniques are considered
suitable for analyzing data. Later, this analysis results would be presented
narratively.
DISCUSSION
Based on the analysis that has been conducted from several data, this
section will be discussed regarding the linguistic forms of the numeral
classifier for food ingredient counter used by Minangkabau language native
speaker with isolects of Halaban (later abbreviated as BmiH) in the District
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Fifty Cities. The data in this research would be limited to the data which shows
the local wisdom of Minangkabau culture. From the obtained data, it can be
stated that there are three types of numeral classifier found in BmiH, Lima
Puluh Kota Regency which shown local wisdom of Minangkabau culture.
These numeral classifiers include the individual numeral classifier, the
collective numeral classifier, and the size numeral classifier which follow the
classification stated by Mizuguchi (2004) previously.
The data showed that around 60 linguistic forms of the numeral classifier
found for counting the food ingredient which showed the local wisdom of
Minangkabau culture in Halabaan village, Lima Puluh Kota Regency. From
these 60 linguistic forms, later it can be classified into three types of numeral
classifier follow the determination by Mizuguchi above. There is 5 linguistic
forms of the individual numeral classifier, 16 linguistic forms classified as the
collective numeral classifier, and 39 linguistic forms as the size numeral
classifier which found during this observation. All these three numeral
classifiers are currently still used by BmiH native speaker in Lima Puluh Kota
Regency. The next section will be explained more detail regarding these
numeral classifiers' forms in Halaban village, Lima Puluh Kota Regency.
The Individual Numeral Classifier
From the data obtained showed there are five forms of numeral classifier
that related to the individual numeral classifier used in counting the foodstuff
in BmiH. The whole 5 numeral classifier forms are ikua, buah, olai, incek, and
batang. The description of each these individual numeral classifier is followed.
The numeral classifier ikua is the linguistic form used to count the food
ingredient from animals. The animal species counted in this numeral classifier
includes all animal species which can be cooked for the dish. Among the
animal species, mostly there are coming from poultry (such as chickens, ducks,
and quails), fish species (such as fish and eels), and from mammals (such as
buffaloes, cattle, and goats).
In BmiH, the buah numeral classifier usually used to count the kinds of
food ingredient derived from the types of fruits, such as lemon. In another way,
this numeral classifier is also used to count the seeds or fruits of the plant which
means that can also use for the specific ingredient such coconut, dogfuit, and
so on. In BmiH, this numeral classifier buah also use in counting eggs.
The numeral classifier incek is the types of the numeral classifier that can
be interchangeable with the numeral classifier buah. Therefore, all food
ingredients that can be counted with the numeral classifier buah also can be
counted by using this numeral classifier.
Olai is the numeral classifier is used to counting the food ingredient in
the form of leaves. Therefore, this numeral classifier is usually used to
counting the types of leaves which commonly utilized as a flavor for a cook,
such as citrus leaves and turmeric leaves.
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The numeral classifier batang is the numeral classifier used in counting
the food ingredients which have a length and flat round shape things.
Therefore, this numeral classifier is usually used when counting lemongrass
and scallions.
The Collective Numeral Classifier
For the collective numeral classifier for food ingredients, there are
sixteen linguistic forms found in BmiH. These collective classifier forms
include umpun, urek, tungku, tangkai, gagang, kobek, lidi, atua, jarek, sikek,
tandan, onggok, papan, puduang, tungku, and pasang. The detail of each
collective numeral classifier can be explained as follows.
In BmiH, the collective numeral classifier umpun is used when counting
the food ingredient in the form of tubers. When a group of tubers pulled out
from its cluster, it can be called as saumpun (serumpun in Bahasa Indonesia,
mean a cognate). Hence, saumpun of potatoes means it consists of several
pieces of potato inside.
Similar like umpun, numeral classifier urek also be used when counting
the tubers in the collective form. Therefore, these numeral classifiers are just
interchangeable in use.
The collective numeral classifier tungku in BmiH is used as the counter
word for garlic. Due to garlic usually consists of several seeds, it called as
satungku garlic.
The numeral classifier tangkai is the collective numeral classifier in the
form of pieces of the branches. This numeral classifier is used to counting the
flowers, fruits, or leaves that are still attached to a branches or twigs. Flower,
fruit in branch or leaves are not counted individually but count collectively at
the attachment point. For the branches or twigs which have flowers, fruits or
leaves, if they are separated from the stem, the name will be changed to
setangkai.
In BmiH, gagang is collective numeral classifier used to count the vines,
such as sweet potato and pumpkin. In this context, gagang refer to the stem of
the vines. If the small stem of the plant separated from their main one, it later
is called as sagagang. Furthermore, each of this gagang will consist of a few
leaves.
The numeral classifier kabek is used to count the ingredients which put
together in a bond of rope, yarn, or rubber. The food ingredients which usually
combined in the form of the bonding are vegetables, such as spinach, kale,
beans, and cassava leaves.
Lidi is the numeral classifier used for counting the food ingredient which
skewed with a piece of stick. In BmiH, this numeral classifier is used to count
the skewered of satay meat.
Literary, Atua means to skewer some stuff in a piece of bamboo stick. In
BmiH, the ingredient such as dried eels skewered in pieces of bamboo is called
as saatua.
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Jorek is the collective numeral classifier used to count the objects that
are bonded together by binding to each another. In Halaban village, the
numeral classifier jorek is commonly used in count the coconuts which
consisting of two coconuts tied together in a bond. This situation is called as
sajorek.
Sikek is the specific collective numeral classifier used to count bananas
which partially separated from their branch. The quantity of a sikek of bananas
can be varying from 10 pieces to 20 pieces the fruits.
Tandaan is the collective numeral classifier used when counting the
fruits that are in the branch and to take them; it needs to cut the stalk of the
fruit from the main branch. In BmiH, this numeral classifier is usually used in
counting a group of coconut or banana which collectively taken from attached
place.
The numeral classifier onggok is used to count the group of objects which
put together in the form of stacks. This numeral classifier usually used to count
peppers, tomatoes, fish, and other ingredients. In one onggok, there are some
chilies or tomatoes or a few fish which the quantity is not able to determined
certainly due to the size of stacks or onggok.
In BmiH, there are two kinds of the collective numerical classifier which
specifically use to counting the bitter beans (petai), which are papan and
punduang. The collective numeral classifier papan is used to count a part of
the bitter bean stalks which separated from the main stalk. This part is referred
as papan (board) which consist of several beans inside. Unlike papan, the
numeral classifier puduang is the numeral classifier is used to count the main
stalk of bitter bean which collectively taken from the stem. Hence, the one
puduang can be defined as the group of several papan of bitter beans.
The numeral classifier tungku in BmiH is the collective numeral
classifier which uses to count a bag of spicy dishes put in small plastic bags.
One tungku is describing as one bag of stuff.
In BmiH, there also found the numeral classifier pasang which used to
count the cut chicken meat. If the chicken meat is cut into pairs such two pieces
of wings or pieces of two legs, it will be counted as one pair or pasang. Hence,
if the objects focus on the chicken wings or legs which consist of two pieces
each, the numeral classifier pasang in this context can be classified as a
collective numeral classifier.
The Size Numeral Classifier
There are thirty-two linguistic forms of the numeral classifier used in
counting the size of the food ingredients in BmiH of Lima Puluh Kota
Regency. These numeral classifiers can be distinguished into several groups,
includes the size numeral classifier to express the number of part, the size
numeral classifier to express the volume, the size numeral classifier to express
the length, the size numeral classifier to express the hugeness, the size numeral
classifier to express the quantity, the size numeral classifier to express the
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shapes of objects, and the size numeral classifier base on the action. The next
discussion will be detailed on the each size numeral classifier.
The Size Numeral Classifier to Express the Quantity of the Part
The size numeral classifier to express the quantity of the part defined as
a size of the object which taken from the part of the biggest object. There are
eight linguistic forms of this numeral classifier type which found in BmIH for
counting the food ingredients. This numeral classifier type includes kalupak,
kapak, impang, saik, tampang ruang, kabuang, and ule. Here are descriptions
of the each of the numeral classifier.
The numeral classifier kalupak is used to count the garlic. The
measurement of kalupak to counting the garlic is equal to a clove.
In BmiH, the numeral classifier kapak is used to counting the cut
chickens. A quarter of a whole chicken usually called as one kapak.
The numeral classifier impang in BmiH used to count the objects with
rooting tubers which separated from the main stem when used. Hence, this
numeral classifier is used when counting the food ingredients such as ginger,
turmeric, and galangal.
Saik is the size numeral classifier to express the small part of the cut
objects. The use of this numeral classifier can be found in the counting meat,
fish, fruits, and vegetables.
Tampang and ruang are two size numeral classifiers that express the
quantity of the part which used in the counting of the durian. Inside a durian,
there will be several fleshes of fruit, and the one part of this flesh of fruit in the
pocket is called as one tampang. Besides tampang, ruang also uses in counting
the numeral classifier for durian. A pocket of a durian which contains several
fleshes of fruit s counted as ruang.
Kabuang is the size numeral classifier which used to count the
cylindrical dish. A part of this dish that cut from cylindrical shape is counted
as kabuang. Hence, the size which referred as one kabuang is uncertain.
The numeral classifier ule is the numeral classifier used to count a part
of the citrus fruit. There is part of the flesh of fruit inside the peeled orange
which can be separated from each other. A part separated flesh is called as one
ule.
The Size Numeral Classifier Indicates the Volume
BmiH has some units that indicate the numeral classifier for volumes in
counting the food ingredient. This numeral classifier is in the form of the
container. Most of the containers that can be filled are used as the size numeral
classifier. There are fifteen linguistic forms of the size numeral classifier
indicated the volume in Minangkabau language of this area which takes from
the name of container used to count the food ingredients. The fifteenth numeral
classifiers are pinggan, gale, cawan, sendok, sanduak, kuali, pariuak, ponai,
panic, cerek, timbo, gayuang, karuang, dan sumpik.
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Besides, there is the size numeral classifier which indicates the volume
in the form of the container; there is also another size numeral classifier in
BMiH which take the shape of the human body part. Usually, the human body
part used for counting volume is fingers and hands. This size numeral classifier
of the volume includes binjek, kawik, and gonggam.
The numeral classifier binjek is a unit that indicates the volume of the
object, which is as much as can grip by the fingertips. The size numeral
classifier binjek is usually used when measuring the seasoning during cooking.
Unlike the binjek, kawik is the numeral classifier base on the hand palm when
a measuring. The numeral classifier of kawik is the unit of volume base on how
many volumes of objects that can be taken with two palms. This numeral
classifier is usually used in measuring objects in the form of seeds or the
objects in the form of granules. Similar like kawik, the numeral classifier
gonggam also make hand palm as the unit of volume. However, the quantities
of volumes are different. The numeral classifier gonggam is the volume of the
object which can take as much by one hand palm.
Besides using the body parts in measuring the volume of objects, the
people in this area also recognize some other numeral classifier for the
measuring unit. These numeral classifiers are sukek, gantang, and katidiang.
All these numeral classifiers are commonly used to measure paddy, rice, and
ground nuts. Sukek unit is based on the container made of bamboo which size
is about one liter. Gantang is a measuring unit that consists of four sukek unit.
Meanwhile, katidiang is a measuring unit that consists of ten gantang.
The people in this area are also familiar with other numeral classifiers of
volume which specifically used to measure only for the paddy volume other
than the tree numeral classifiers above which known as pikua. One pikua of
the paddy volume is equal to thirty gantang.
The Size Numeral Classifier Indicate Length of the Object
There are three linguistic forms of the numerals classifier which measure
the length of the object found n BmiH. These numeral classifiers of the length
are jari, ueh jari, and jongka. All of the three linguistic forms of these numeral
classifiers seem to use the body part as a unit, which in this content is a hand.
Jari is the numeral classifier of length which is about the size of an adult's
finger. The index finger usually uses as the standard in this unit. This numeral
classifier is usually used to counting food ingredients which have a long shape,
such as lemon grass and cinnamon.
Just like jari, ueh jari which means 'finger joint' is another numeral
classifier that makes finger as a standard. However, this benchmark more
focuses on the sections of the fingers. Hence, the length used in this volume is
equal with of one segment of an adult's finger. This numeral classifier is also
used to counting food ingredients which have a long shape similar like jari
numeral classifier.
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Besides jari and ueh jari, in BmiH also found the numeral classifier
length which based on the human body which was known as jongka. The
definition of this unit is the stretch space between the tip of the thumb and the
tip of the little finger. Just like the jari and f ueh jari, this numeral classifier is
also used in the food ingredient which has long shape.
The Size Numeral Classifier Indicate the Hugeness of Object
BmiH has two forms of the numeral classifier which are indicated the
hugeness of the object, namely ompu and cakak. Both of these numeral
classifiers also use the finger as the standard.
Ompu in BmiH literary means as a thumb. For the ingredient which has
a large size as adults thumb, it called as saompu. The numeral classifier ompu
commonly used to measure spices such as turmeric and galangal.
Cakak is the measurable numeral classifier of the size which formed by
making a circle bringing together both of tip of the thumb to the index finger
or middle finger. This numeral classifier is used to measure the size of an object
which is similar to the size of a circle between the tip of the thumb with the
index finger or the middle finger. This size in BmiH is known as cakak.
The Size Numeral Classifier to Express the Quantity
There is only one linguistic form of numeral classifier found in BmiH to
measure the quantity of the object, which known as lapiak. This numeral
classifier is used to count the number of eggs in a paper case. Usually, one
lapiak contain thirty eggs inside.
The Size Numeral Classifier based on the shape of the object
According to Kiryu cited by Wahyuni (2015), the size numeral classifier
based on the shape of the object is a numeral classifier is used to counter object
which has droplets, splashes, chunks, and etc. From that definition, there are
two linguistic forms of the numeral classifier based on the shape of the object
found in BmiH, include titiak and buku.
The numeral classifier titiak is used by the BmiH native speaker people
to count the food ingredient which in the form of the dropping watercolor. This
numeral classifier usually uses for food additives, such as dyes and essences,
adding to the food.
The numeral classifier buku is used to counting the objects which shaped
by hardened into a lump or small chunks. This numeral classifier is used to
count lump of salt and sugar.
The Size Numeral Classifier based action.
Kiryu cited by Wahyu (2015) stated that the size numeral classifier based
action is used to count the number of represents action had been taken. There
is only one of this numeral classifier type found in BmiH which namely as
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sauak. Which is said to be one sauak are as many objects that can be taken to
the next palms.
CONCLUSION
From the discussion above, it can conclude that the Minangkabau
language with Halaban isolects has variating numeral classifier to counting the
food ingredients. Most of the numeral classifier is derived from the local
wisdom of the community. From the forms, there are three categories of
numeral classifiers which show the local wisdom: (1) the individual numeral
classifiers, (2) the collective numeral classifiers, and (3) the size numeral
classifiers. The individual numeral classifiers were found in five forms, while
there are nineteen forms were found as the collective numeral classifiers and
the size numeral classifiers were found thirty forms. All the numeral classifier
forms are still used by the Minangkabau language native speakers with
Halaban isolect in Lima Puluh Kota Regency currently.
REFERENCES
[1]
Aikhenvald, Alexandra Y. 2000. Classifier: A Typology of Noun
Categorization Devices. New York: Oxford University Press.
[2] Ataupah. 2004. “Peluang Pemberdayaan Kearifan Lokal dalam
Pembangunan”. Dephut Press, Kupang.
[3] Ayatrohaedi. 1986. Kepribadian Budaya Bangsa (Local Genius). Jakarta:
Pustaka Pelajar.
[4] Creswell, John W. 2002. Research Design: Qualitative & Quantitative
Approaches. (Alih Bahasa: Angkatan III & IV KIK-UI bekerja sama dengan
Nur Khabibah). Jakarta: KIK Press.
[5] Mahsun. 2005. Metode Penelitian Bahasa. Jakarta: Raja Grafindo Persada.
[6] Miho, Tadao. 2004 Mokkan to Shosoin Bunsho ni Ukeru Josushi Kenkyu.
Tokyo: Kazamashobo.
[7] Mizuguchi, Shinobu. 2004. “Ruibetsushi to wa Nanika”. dalam Mizuguchi,
Shinobu dan Nishimitsu Yoshihiro (Ed.). Ruibetsushi no Taishou. Hal. 3 – 22
Tokyo:Kuroshio Shuppan.
[8] Mizuguchi, Shinobu. 2004a. Individuation in Numeral Classifier Languages:
A case of Japanese
Classifiers and Plurals. Tokyo: Shohakusha.
[9] Nadra, Sri Wahyuni dan Mahsun. 2014. “Bentuk dan Penggunaan Kata
Penggolong Benda di Pasar Induk Tradisional di Jakarta dan Surabaya”
Litera: Jurnal Penelitian Bahasa, Sastra, dan Pengajarannya. No.2, Vol. 13.
[10] Sibarani, Robert. 2012. Kearifan Lokal: Hakikat, Peran, dan Metode Tradisi
Lisan. Jakarta: Asosiasi Tradisi Lisan (ATL).
[11] Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta:
Duta Wacana University Press.
[12] Wahyuni, Sri. 2016. Numeral Classifier Bahasa Indonesia. Padang: SURI
dan FIB Unand.
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Teaching English with Natural Acting and Natural
Talking (TENANT)
Syaifullah
English Education Department, Lancang Kuning University Indonesia,
syaifullah@unilak.ac.id
Abstract
TENANT is the newest method that derived from communicative approach: Natural
Approach, Total Physical Respond, and Actional Functional Model (AFM). It is
aimed to help the language learners in acquiring the language easily with one of its
principles, teaching and acquiring the language, by using teacher and learners’
tradition or culture. It experimented to two babies, Zara and Gazi as the respondents
of this method. It experimented for several months. Zara and Gazi were guided,
leaded, taught in English every day. The English teachers, their parents,
communicated with them without considering any English patterns or rules. They
used English by using their own culture besides helping by visual aids. In addition,
they acted and talked the language of using their accent, intonation, or dialect.
Furthermore, they did not specify any materials, time, and places to act and talk the
language to respondents. After applying TENANT for several months, the
respondents, Zara and Gazi are able to communicate in English at the age of one and
half years (the proof of this method is available on video). They do not communicate
with British or American’s accent, but they use their own culture (accent, intonation,
dialect). In conclusion, teaching English by using teacher and learners’ own culture
will help the learners are easier to acquire the language than using foreign culture.
Key words: Natural Acting, Natural Talking
INTRODUCTION
Teaching English with Natural Acting and Natural Talking (TENANT)
is the newest development of language teaching method based on the natural
acting and talking. It was developed by Syaifullah, one of the English lecturers
at English Education Department Faculty of Education and Teachers Training
Lancang Kuning University Pekanbaru, Riau. The grand supporting theories
of this method were Natural Approach by Tarrell and Krashen (1983), Total
Physical Respond (TPR) by Asher (1982), and Actional Functional Model
(AFM) by Zainil (2008). Syaifullah has experimented on his babies in
acquiring a foreign language. Syaifullah and his wife communicate in English
with their babies every day. They communicate with their natural acting and
talking. Natural acting and talking means communicate (acting and talking)
with like what their culture is and use any single natural instrument around
them. They use their accent and dialect in teaching their babies. Within a short
time, their babies are able to communicate in English.
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METHOD
It was descriptive qualitative research which has been taken by using
the observation instrument. It has been done for 18 months. The researcher has
taught and observed the children of one family in Pekanbaru who experiment
their new method in acquiring English, Zara and Gazi. The research was
focused on the children English language acquisition. After doing and
analyzing the data which has been gotten from observation for 18 motnhs, the
researcher has gotten the interim research result.
RESULT
After teaching the babies, the younger children (Zara and Gazi) by using
TENANT for several months, they can acquire the foreign language
(vocabulary) earlier. The babies, the younger children have been taught since
they are in one year or moving from babble to speech (Steinberg, 2001: 4).
Moreover, the result of this method can be described, as follows:
Table 1: Children Language Acquisition
Names
Ages
Speech Production
1, 8 year
Utters word
Zara and Gazi
2, 5 years
Telegraphic speech
4 years up
to now
Complete Sentences
Example of Word
No, Yes, Cat, Good,
Mew. Close, and
Open
Sing a song(twinkletwinkle), take a bath,
and money.
I’m loose, I’m afraid,
and kakak winner
Referring to the above result, TENANT has natural situation; acting,
talking and instrument. It helps the learners to acquire the language easily. At
the age of 1,8 years old, the language learners can acquire one word. The word
produced is unclear. But for short word can be uttered clearly. Next, at the age
of 2,5 the language learners are able to produce telegraphic speech or the
combination of several words. But it is not the complete sentence yet. Finally,
at the age of 4 years old, the language learners can produce the complete
sentence (affirmative, negative, and interrogative) naturally. The videos of the
above result are available.
DISCUSSION
TENANT focuses on the teacher’s own culture; accent and dialect
(Talking) in teaching vocabulary followed by action (Acting) and using the
instrument. The own culture; accent and dialect do not change the meaning of
any single vocabulary because of they only as transferring media. So, the
student will be familiar with the culture, and they can catch the meaning easily.
Moreover, TENANT, the adaption from Natural Approach (NA), Total
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Physical Respond (TPR), and Actional Functional Model (AFM), has several
principles in teaching vocabulary. It can be illustrated in the following figure:
NA
TENANT
TPR
AFM
Figure 1: TENANT derivational principles
First of all, according to Krashen (1983) there are some principles of
language acquisition, such as learning, monitor, the natural order, input, and
the Input hypothesis. In learning hypothesis, the acquisition is a natural way,
paralleling first language development in children. It refers to a subconscious
process that involves the naturalistic development of language. Learning refers
to a process in which conscious rules about language development. In monitor
hypothesis, conscious learning can function only as a monitor or editor that
checks and repairs the output of the acquired system. In natural order
hypothesis, the acquisition of grammatical structures proceeds in a predictable
order. Errors are signs of the naturalistic development process, and during
acquisition, similar development errors occur in learners. In input hypothesis,
the acquisition is paramount, and learning is not. In affective filter hypothesis,
acquirers with the low affective filter seek and receive more input, interact with
confidence, and are more receptive to the input they receive.
Second, TENANT principles are derived from TPR. Asher, the pioneer
of TPR (1982) states that language teaching method built around the
coordination of speech and action. Moreover, he describes that there are some
principles in TPR: 1). Assimilation and skill can be increased significantly. 2).
Vocabulary retention can be increased through physical activities. 3).
Comprehension abilities precede productive skill in learning a language.
4).The teaching speaking should be delayed until comprehension skills are
established. 5). Skills acquired through a listening transfer to other skills. 6).
Teaching should emphasize meaning than form. 7). Teaching should minimize
learner stress.
Finally, TENANT adapts AFM principles that are found by Zainil
(2002). He describes that teaching a language must focus on “use”, message or
meaning, not on “usage”. AFM aims at developing the learner’s
communicative competence to develop her/his verbal and non-verbal
performance naturally as well as increasing her/his motivation in the teachinglearning process.
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Referring to the writer’s experiment and the above three method
language principles, TENANT finds its principles. First, teaching a foreign
language (vocabulary) can be started as earlier as possible. TENANT suggests
the teachers and language learners teach and study the language early because
of two reasons generally:
1. The age of the language learners can determine their ability to acquire
the language. The younger the language learners are, the easier they
acquire the language will be. Steinberg (2001: 169) states that the
children are the better for language acquisition. The expert furthermore
gives some reasons, such as psychological, social situation, and another
physical variable. In a psychological aspect, the younger children relied
more on their use of rote memory, whereas the older children tent to
apply their cognitive ability in analyzing the syntactic rule in acquiring
the language. For example, in daily we almost never asked by the
younger children why the structure of this word or sentences such this
and that, different from the older children, they seemingly like to ask
or command about the pattern of the language. Moreover, in a social
situation, the younger children can acquire the language easier than the
older children. They normally have a natural situation. Usually, in their
social life, the younger children obtain the language spontaneously by
interacting with their playmates. In addition, context, motivation, and
attitude, that had by the younger children are better than older children.
According to Steinberg (2001: 186) the children by the age of 1 to 2
years old do not need the motivation to learn a language. It can be
implied that to teacher the younger children is not difficult, the
language teachers do not need to motivate, specify the situation, and
suggest the learners to do this and that. But only by giving a natural
acting and talking the younger children can follow or interact with the
language teacher. In short, teaching the language at the early age is
better than the older age.
2. Opportunity places an important role in learning a language. The older
the learners are, the less opportunity will be. In fact, the older children
more busy that, the younger children. They have some formal, nonformal, and informal activities got from teachers, family, and event the
environment. In contrast, the younger children do not have such those.
Their entire live is surrounded by a language model. They just follow
any instruction, command, or direction. In short, less opportunity will
affect the language learners’ language acquisition.
Second, teaching a foreign language (vocabulary) can be taught through
both the teachers’ and students’ own culture. The equality of the teachers and
the language learners firstly will influence the process of language acquisition.
The younger children who never seen “BULE or STRANGER” before will be
shocked when they meet at one place. It takes the time to know each other.
BULE does not know the culture of the younger children and neither do they.
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According to Hornby (1987: 210) culture is all the arts, beliefs, social
institution, characteristics of a community, and races. TENANT prefers the
teachers who know well the culture of the language learners to the others. In
teaching process, the culture has an important position. It can create a good
and bad atmosphere. It will be good if the teachers and language learners both
understand each other about their culture. Consequently, the language learners
easily will follow any instruction, command, and direction from the teachers.
Appositely, if the different teachers come to teach the different language
learners, the acquisition language process will not be optimum. In conclusion,
TENANT suggests in transferring and acquiring the language, the language
teachers and the language learners both have same arts, beliefs, social
institutions, characteristics of a community, and races in one atmosphere.
Third, teaching a foreign language (vocabulary) does not need a
particular place, time, and situation. TENANT concerns on the language
acquisition for the younger children. In teaching younger children, the
language teachers do not think over of what the situation, where the place, and
what the time is. Related to the younger children’s psychology condition, they
do normally not specify their lesson, place, and to acquire the language. So,
TENANT suggests the language learners teach the language any time, place,
and situation.
Fourth, a foreign language (vocabulary) is taught by natural acting,
talking, and instrument. It relates to the natural situation. Steinberg (2001: 182)
states that the younger children will do the best in the natural situation. Natural
acting means that the teachers will act in front of the language learners like
what their culture has. For example, most of the mothers in MINANG like
feeding their children while having played or walking around. On that acting,
the language teachers (mothers) can teach the language learners
simultaneously. Natural talking means, the language teachers do not to
consider about your English dialect and accent; British, American, or
Australian. TENANT suggests the language teachers use their dialect and
accent in teaching the language learners. In short, natural acting and talking do
not need to act and talk a native like.
Fifth, a foreign language (vocabulary) is taught by natural receptive skill
(Listening and Reading). Referring to the above natural situation; talking and
acting, the language learners will acquire natural listening and reading. They
will listen to the teachers’ natural accent and dialect, and they will read the
teachers’ natural acting. In short, the language learners will simultaneously
obtain the language based on their teachers’ culture.
Sixth, In teaching a foreign language (vocabulary) the students’ natural
productive skills is extremely appreciated. Natural receptive will produce
natural productive. Natural productive skill focuses on the language learners’
speaking.
Ur (1997:120) states that
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0f all the four skills (listening, speaking, reading, and writing), speaking
seems intuitively the most important: people who know a language are
referred to as ‘speakers’ of that language. Based on the above
researcher’s statement, however, learners may not ignore speaking even
though they have some problems such as inhibition, nothing to say, low
or uneven participation, and mother-tongue use.
TENANT focuses on the language learners’ productive skill (speaking). In
short, TENANT will produce the language learners who are able to speak by
using their own culture; accent and dialect.
Basically TENANT techniques are also derived from Natural Approach
(NA), Total Physical Respond (TPR) , and Actional Functional Model (AFM).
NA
TENAN
T
AFM
TPR
Figure 2: TENANT Derivational Techniques
First, Asher (1982) describes the usual classroom techniques for Total Physical
Respond, as follows:
1. The class has 20 to 25 students without limitation of age
2. Units of lesson are not based on the grading of grammar
3. Almost all the materials are presented in commands
4. No translation except in abstract word
5. No homework is given to the students
6. Correction is only given at the appropriate time
7. The learning is begun from short, simple sentences which can be
visualized in the class
8. At the beginning of each meeting, there is a summary of the previous
lesson
All the above techniques are described in the teaching-learning process.
First, the teacher does a fast moving warm up using commands. Second,
commands use new verbs and nouns. The teacher asks a simple question which
the students could answer with a gesture or other physical responses. Next, the
students readily volunteer to utter commands that manipulate the behavior of
the instructor. Finally, the instructor writes on the whiteboard each new
vocabulary item and a sentence to illustrate the item. Then, she/he speaks each
item and acts out the sentence. The students listen and copy the sentence.
Second, Krashen (1983) describes the usual classroom techniques for
Natural Approach, as follows:
1. The class is started with TPR commands
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2. Use TPR to teach names of body parts and to introduce numbers and
sequence
3. Introduce classroom terms and props into commands
4. Use the names of physical characteristics and clothing to identify
members of the class by the name
5. Use visual to introduce new vocabulary and to continue with activities
requiring the students’ names as responses
6. Combine the use of pictures with commands
7. Combine the observation about the pictures with commands and
conditionals
8. Using several pictures, ask students to point the picture being described
The above techniques are emphasized on presenting comprehensible input in
the target language. Teacher talk focuses on objects in the classroom and the
content of pictures. When the learners are ready to talk, the teacher provides
comprehensible language and simple response opportunities. The
characteristics of Natural Approach is the use of familiar techniques within the
framework of the method that focuses on providing comprehensible input and
a classroom environment that cues it, minimizes learner’s anxiety, and
maximizes learner’s self confidence.
Finally, Zainil (2002) describes the classroom techniques for Actional
Functional Model.The lesson begins with TPR technique by giving commands
and model to the learners. For example, the teacher sits on the chair as a model,
before asking the students to sit down. In the learning process, if there is any
hesitance displayed by the learner for the new command or the new functional
model, the teacher immediately returns o modeling with them. She/he must
keep changing the order of commands in order to increase the learner’s interest
during the process. Therefore, she must evaluate the learner’s performance
during the process of teaching and learning. In addition, she/he also gives an
oral test after 4 or 5 lessons individually. The lesson will be continued or
reviewed by the process evaluation result.
Referring to the teaching experiment and the above three techniques,
TENANT has some techniques that will be implemented in teaching language,
as follows:
1. The number of learners is small, one to fifteen. TENANT has some
reasons dealing with the language learner in the class, such as
transferring, monitoring, and managing class process. The smaller the
number of the language learners in the class is, the easier to the
language teacher to manage, monitor, and transfer the language will be.
2. Units of lesson are not based on the grading of grammar. TENANT
concerns on transferring the language based on the understandable real
life, direct acting, and direct talking without considering the pattern of
the expression.
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3. Almost all the materials are presented in natural commands. TENANT
gives a command automatically referring to the language learners’
atmosphere.
4. No translation for any single new word. TENANT does not allow the
language teachers to transfer one language to another language to figure
out the meaning. The meaning can be obtained beneath the language
teachers acting and talking.
5. No homework is given to the students. TENANT prefers natural
situation to expand the former material to giving paper homework.
6. Correction is only given at the appropriate time. TENANT will
extremely appreciate the language teachers who do not give direct
correction. The correction can be given naturally. By asking acting and
talking from the other language learners can be a correction.
7. The learning is begun from short, simple sentences which can be
naturally acted and talked. TENANT gives the opportunity to the
language learners to act and talk at the beginning of the class,
particularly for the fast language learners for reviewing of the previous
material.
8. Use natural acting, talking, and instrument in teaching. TENANT very
concerns on using natural situation; acting and talking and also
supported by the appropriate instrument in sharing the material.
9. Use teachers and language learners’ culture to communicate the
meaning. TENANT prefers teachers and language learners’ culture
such as arts, beliefs, social institution, characteristics of a community,
and races to be placed in the class.
In presenting the above techniques, the teachers must have some characters of
good teachers, such as interesting, intelligent, understanding, patient, friendly,
organized, and good listener (Chamot, 199:53)
CONCLUSION, SUGGESTION, IMPLICATION
TENANT has a natural situation in teaching English; acting, talking, and
proper instrument. It can help the learners acquire the language easily. It bases
on the teachers and language learners culture and it does not base on the
grammatical approach.
When the language teachers are about to teach a language, they are
suggested not to:
1. Consider the age of the learner
2. Specify the time, place, or condition
3. Think about the pattern of the language
4. Get afraid of making mistake, and
5. Consider about a native accent or dialect
Based the above data, it can be implied that:
1. TENANT can be implemented for PAUD (the early childhood) all over
provinces in Indonesia
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2. This experiment result can furthermore be researched by the next
researchers to get more obvious data about teaching the younger children
in Indonesia, particularly in Riau Province.
3. And last but not least, suggestion, critic, and comment are extremely
needed for the next better TENANT implementation.
REFERENCES
[1]
Asher. James, Learning Another Language through Action: the Complete
Teacher’s Guide Book(2nd ed) Los Gatos, California: Sky Oak Production,
1982.
[2] Azmi, Naturalistic Inquiry Material, Padang: UNP Press, 2006.
[3] Chamot, The Learning Strategies, New York: Longman, 1999.
[4] Hornby, Oxford Advanced Dictionary of Current English, New York: Oxford
University Press, 1987.
[5] Krashen. Stephen. D, Principle and Practice in Second Language Acquisition,
Oxford: A Whenatory Co. Litd, Reeter, 1983.
[6] Steinberg. Danny. D, Psycholinguistics: Language, Mind, and World,
Malaysia: Person Education Limited, 2001.
[7] Spolsky, Sociolinguistics, New York: Oxford University Press, 1998.
[8] Ur. Penny, A Course in Language Teaching: Practice and Theory, NY:
Cambridge University Press, 1996.
[9] Wardhaugh, An introduction to sociolinguistics, Malden: Blackwell Publisher,
1998.
[10] Zainil, Good Language Learner Strategies and Communicative Language
Teaching, Padang: UNP Press, 2005.
[11] Zainil, Actional Functional Model: Language Teaching Method, Padang:
Sukabina Offset, 2008.
[12] Zainil, Actional Functional Model, Padang: Sukabina Press, 2010.
AUTHOR’S BIOGRAPHY
Syaifullah was born in Tj. Balit, 05 May 1980 Pekanbaru, Indonesia. He graduated
from elementary school at Tj. Balit 1994, 1997, from Islamic junior high school
Pekanbaru, 2000, from Islamic senior high school Model 2 Pekanbaru, 2004, he
earned his undergraduate program or S1 from English Education Department Faculty
of Education and Teachers Training State Islamic University of Riau, and 2009, he
got his master degree from English Education Section, English Language Program
State Padang University. He is one of English lecturers at English Education
Department Lancang Kuning University Pekanbaru. He has taught English for twelve
years in Pekanbaru. And currently, he is one of an English Association members
APSPBI (Asosiasi Program Studi Pendidikan bahasa Inggris Indonesia).
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
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Nonstandard Words On News Titles
In the West Sumatra Newspaper
Titiek Fujita Yusandra
Program Studi Pendidikan Bahasa dan Sastra Indonesia, STKIP PGRI Sumatera Barat
Tfujita.yusandra@yahoo.co.id
Abstract
This study aims to determine the use of the nonstandard word on the news title in the
West Sumatra newspaper. Faced with the urgency of rushing information, the tight
competition to grab the reader's attention, and the changing demographics of young
readers. It demands the media try different ways to attract readers. One option is to
style a light and not a standard language by the language of youth association. Most
of the news title in the mass media in West Sumatra are found to still use the standard
language. However, there are a small number of titles using nonstandard words. Nonnative words used are regional, slang, and foreign languages, especially English,
which has not been absorbed and acknowledged by the Language Center and
incorporated into the Indonesian Dictionary. In the delivery of information,
newspapers are required to use good and correct language. The choice of words must
also be taken into account to avoid confusion and disadvantages of certain parties.
In addition, the journalistic code of ethics includes guidelines for journalists to write
news for others to benefit. This research uses the qualitative approach with
descriptive method. Sources of data come from daily newspapers West Sumatra.
Keyword – Nonstandard word, news title, newspaper
INTRODUCTION
A story becomes meaningless if it is not read by audiences so the news
should be able to attract the attention of the intended audience. Surely the news
must first attract attention to read. The first thing the audience sees and reads
is the headline. So the headline is made as interesting as possible to attract the
attention of its readers. But not infrequently the media finally use any means
to attract attention, including by violating the rules of the Indonesian language
is good and true.
Journalistic language does have certain characteristics and different from
the Indonesian language. However, what distinguishes the language of
journalism with the Indonesian language is only found in its use only because
the language of journalism is used as a language penyampai information. So it
has its characteristics compared with other languages. According to Sumandria
(2005: 53) The language of journalism has features such as simple, concise,
compact, straightforward, clear, clear, attractive, democratic, active sentences,
as far as possible avoid the use of technical words or terms, and subject to the
rules and ethics of standard language.
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The use of nonbound terms in the title often leaves the reader in doubt,
not understanding or even not understanding the meaning of the term used. The
headline is very important to deliver the reader into the news. It is used to
summarize news content to readers about news content. Therefore, the writing
of a title in the news must use a language that is easy to understand, clear and
unambiguous.
The purpose of journalism is to share the news that society needs to the
audience. A story becomes meaningless if it is not read or watched by
audiences so the news must be able to attract the attention of the intended
audience. So the news must first attract attention to read. But not infrequently
the media finally use any means to attract attention, including by violating the
rules of the Indonesian language is good and true. For example, news headline
“Menekan Angka Kematian, Ibu Hamil Diwarning Wako” Posmetro Padang
(24/7:11). Based on the rules of journalistic language in general, there are some
errors in the title of the news. First, the title uses the word Diwarning Which
is a term from the English language which has the equivalent of the word in
Indonesian with the meaning of peringatan. Second, combining affixes with
words from a foreign language warning (peringatan) be di-warning which
mean diperingatkan. If you follow the standard language rules, the term is false
and the title should read: “Menekan Angka Kematian, Ibu Hamil
Diperingatkan Wako”. Third, the wording di-warning the headline is not tilted.
The use of foreign terms should be tilted.
According to Wibowo (2009) Although journalistic language guidelines
have been agreed upon by media personnel since 1975, journalistic ethical
responsibility can not necessarily be correlated with technical-linguistic
language usage by the press. Therefore, the selection of non-bible words as in
the example is not rarely used newspaper print newspapers. Based on the
observations most of the news headlines found still using the standard
language. However, there are a small number of titles using nonbaku words.
Non-native words used are foreign language words, mainly English and also
Arabic, as well as regional terms that characterize where newspapers are
published. These terms have not been absorbed and acknowledged by the
Language Center and incorporated into the Great Indonesian Dictionary.
This study aims to describe the use of the word nonbaku on the news
headline in the Newspaper Singgalang Daily, Padang Express, and Posmetro
Padang. This research should be useful for various parties and not accuse or
violate the title of news written in the three print media.
METHODS
This research explains about the linguistic phenomenon in newspaper
especially newspaper in West Sumatera region. In this case selected daily
newspapers Singgalang, Padang Express, and Posmetro Padang. The
newspaper selection is based on the popularity of the newspaper in western
Sumatra.
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
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This study used a qualitative descriptive approach, because the issues
discussed were not related to the numbers and interpretation of the results, but
related to the good quality of the bad things being discussed. Arikunto (2006:
21) says the qualitative approach does not use numbers in data collection and
in providing interpretation of the results. The object of this research is focused
on the news headlines in newspapers daily in West Sumatra.
In a study, data is very important and should be searched by researchers
with certain techniques. The data in this research is the nonstandard word on
news headline contained in the newspaper. The data sources in this study are
daily newspapers Singgalang edition Tuesday, July 25, 2017, Padang Express
edition Monday, July 3, 2017, and Posmetro Padang Edition Thursday 18 July
2017.
The technique of collecting data in this research is using the technique
of referring to, then make technique note. Called the method refer to because
the way used to obtain data is done by listening to the use of language (Mahsun,
2007: 92). This technique is an advanced technique which is done when
applying the method of referring to advanced technique (technological
technique and competent lasional technique) which is to record data that can
be obtained from informant on the data card (Mahsun, 2007: 131). The results
of data collection is done by recording the whole word nonstandard on the
headline in daily newspapers Singgalang, Padang Express, and Posmetro
Padang. After that, an analysis of the nonstandard word on the news headline
in the newspaper.
RESULT
Newspapers Posmetro Padang, Singgalang, and Padang Express are
daily newspapers / published every day. The selection of these three
Newspapers is based on the popularity of this newspaper in the region of West
Sumatra. This newspaper publishes news that is divided into national, regional,
and international news with various news such as political, economic, social,
education, and so on. In the results of this study classified data relating to the
use of the non-standard word on the news headlines in the form of the use of
foreign terms local/regional terms, and popular terms that have not been
absorbed or not in the Big Indonesian Dictionary. If there are words that are
not listed in Big Indonesian Dictionary, it is considered not accepted as
standard language. The following is a classification of data obtained from three
Daily Newspapers in West Sumatra Region, namely Daily Newspaper
Singgalang, Padang Express Daily Newspaper, and Daily Newspaper
Posmetro Padang July 2017 Edition.
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Table 1. Inventory of Non-Standard Word Use Data In West Sumatra Daily
Newspaper July 2017 Edition
No
Newspaper
News
1.
2.
3.
4.
5.
6.
7.
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
B
Harian
Padang
Ekspres
Harian
Padang
Ekspres
Title News
“Ramlan: Jangan
Menggunjingkan Induak
Semang di Lepau”
Singgalang (25/7:B-19)
“APBD Minim, DPRD
Ngotot Tambah Tunjangan”
Singgalang (25/7:C-27)
“Hotel Rang Kayo Basa
Juara Pertama Tournament
Futsal Antar Hotel”
Singgalang (25/7:B-17)
“Pemkab Sidoardjo dan
Batang Hari Studi Banding
E-Voting Pilwana ke Agam”
Singgalang (25/7:C-21)
“Pandeka Minang Mudo Ke8 Besar” Singgalang
(25/7:C-23)
“Pemkab Agam Gelar
Bimtek e-SAKIP”
Singgalang (25/7:A-6)
“Ikuti Workshop TI Jaringan
Komputer dengan Baik”
C
“Lomba Nasyid Disambut
Antusias” Padek (2/6:2)
Foreign
terms
Induak
Semang
Popular
terms
Ngotot
Tournament
E-Voting
Pandeka
Minang
Mudo
e-SAKIP
Workshop
D
Nasyid
“Tarif Angkutan Online
Ditetapkan” Padek (3/7:3)
Online
“Kebut Deadline pada
Desember” Padek (3/7:24)
“Gali Potensi Daerah via
Pacu Biduak” Padek
(3/7:27)
“Pegawai PLN beri 50 Ribu
Sembako untuk Dhuafa”
Padek (2/6:2)
“120 Liter Tuak dan Mesin
Judi Jackpot Disita” (2/6:11)
“Antar Pabukoan untuk
Warga Miskin, Sahur
Bareng Buruh” (2/6:12)
“Dokter Intership Mesti
Sopan dan Ramah” (2/6:13)
“Zat Berbahaya Ditemukan
pada Pabukoan” (2/6:19)
Deadline
482
Local/regi
onal terms
E
Biduak
Dhuafa
Jackpot
Pabukoan
Intership
Pabukoan
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Universitas Andalas, August 24, 2017
10.
11.
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
B
Harian
Posmetro
Padang
“Syar’I Motif Kartun
Disukai Anak” (2/6:20)
“Masih ada Pungli dan Main
Pakuak” Padek (3/7:17)
C
“Dibully Teman, Siswa
SMA Gantung Diri”
Posmetro Padang (18/7:1)
“Setya Novanto Tersangka
Korupsi e-KTP” Posmetro
Padang (18/7:1)
“Foodware kini Bersertifikat
Halal” Posmetro Padang
(18/7:2)
“2017 Mustahiq Terima
Beasiswa” Posmetro Padang
(18/7:3)
“39 Hari Transaksi di
Jakarta Fair Rp. 6,8 Triliun”
Posmetro Padang (18/7:3)
“Pertemuan Da’I dan Ulama
di Sumbar” Posmetro
Padang (18/7:6)
“Pemko Terus Lestarikan
Marandang” Posmetro
Padang (18/7:6)
“Multaqa Da’I III Jadi
Media Persatuan Umat”
Posmetro Padang (18/7:8)
“Tower Sutet 100 Meter
Roboh” Posmetro Padang
(17/7:1)
“Kemenkumham Disebut
Cabut Izin Sawmil”
Posmetro Padang (17/7:5)
“Mulyadi Digadanggadangkan Pimpin
Demokrat Sumbar”
Posmetro Padang (17/7:4)
“Kantin Kejujuran SMA 2
Bukittinggi Dilaunching”
Posmetro Padang (18/7:14)
“Pimpinan Baznas harus
Miliki Ilmu Marketing”
Posmetro Padang (18/7:16)
Syar’I
Pakuak
D
Bully
E
e-KTP
Foodware
Mustahiq
Fair
Da’i
Marandang
Multaqa
Da’i
Tower
Sawmil
Digadanggadangkan
Launching
Marketing
Based on table 1. above, it can be explained that the three daily
newspapers in West Sumatra use the nonstandard word on the headline that is
loaded. Based on data obtained from Singgalang Daily Newspaper, the
headline published July 25, 2017 edition uses a nonstandard word from foreign
terms 4 data and local/regional terms 2 data. Padang Express Daily Newspaper
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Edition 6 July 2017 obtained 11 data. 8 data of foreign terms (English and
Arabic) as well as local/regional 3 data terms. While in the Daily Newspaper
Posmetro Padang Edition July 18, 2017 obtained 15 data. 12 data from foreign
terms (English and Arabic), 3 data from local/regional terms. From the data
obtained can be concluded, first: data from each newspaper using foreign
terms. Foreign terms found from English and Arabic. In addition, local or
regional terms are found where newspapers are published in West Sumatra, so
the newspaper uses the term Minang in its news headings. Secondly, if the
three newspapers compared the use of nonstandard words in each edition, the
most widely used nonstandard word regarding the use of terms that have not
been found on Kamus Besar Bahasa Indonesia (KBBI) is Posmetro Padang
Daily Newspaper. While the Daily Newspaper Singgalang and Padang Express
are just a few nonstandard words used in one such edition.
DISCUSSION
In this section will be explained related to the use of the word found in
the Daily Newspaper Singgalang, Padang Express Daily Newspaper, and Daily
Newspaper Posmetro Padang.
Surat Kabar Harian Singgalang
Singgalang Daily Newspaper edition Tuesday, July 25, 2017 publishes
news that is divided into national news, regional news, and international news.
From the news, what is seen is how the use of nonstandard word on the
headline. Whether it has been referenced to the default language, or not. If
there are words that are not listed in the Big Indonesian Dictionary, it is
considered not accepted as the default language. Based on the theory that has
been described previously, that one of the requirements to see the title used
already meet the rules of the Indonesian language is good and correct in print
media is referring to the standard language.
In the edition, found 5 titles with words that are not standard and do not
have a word equivalent in the Indonesian language. Here will be described the
title of the news:
1. “Ramlan: Jangan Menggunjingkan Induak Semang di Lepau”
2. “APBD Minim, DPRD Ngotot Tambah Tunjangan”
3. “Hotel Rang Kayo Basa Juara Pertama Tournament Futsal
Antar Hotel”
4. “Pemkab Sidoardjo dan Batang Hari Studi Banding E-Voting
Pilwana ke Agam”
5. “Pandeka Minang Mudo Ke-8 Besar”
6. “Pemkab Agam Gelar Bimtek e-SAKIP”
7. “Ikuti Workshop TI Jaringan Komputer dengan Baik”
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News headline (1) “Ramlan: Jangan Menggunjingkan Induak Semang di
Lepau” Using the word Induak Semang which is a nonstandard language of
the Minang term meaningful ‘Majikan/Atasan’ (Orang yang memberikan
pekerjaan). As well as word usage Lepau which mean Lapau In Minang
language and word Meaning Lapau In Indonesian is ‘Warung’. News headline
(2) “APBD Minim, DPRD Ngotot Tambah Tunjangan” Using a foreign word
ngotot which is a popular language term for ‘memaksa’. News headline (3)
“Hotel Rang Kayo Basa Juara Pertama Tournament Futsal Antar Hotel”. Using
a foreign word Tournament which is an English term ‘Pertandingan’.
However, the news becomes raw when using the word tournament because the
word has been absorbed into the Indonesian language. News headline (4)
“Pemkab Sidoardjo dan Batang Hari Studi Banding E-Voting Pilwana ke
Agam” Using a foreign word E-Voting. Alphabet E- Is an abbreviation of
Elektronik which mean Things or objects that use tools that work by
electronics. Voting Is also an English term for ‘Pemungutan Suara’. News
headline (5) “Pandeka Minang Mudo Ke-8 Besar” using a foreign word Mudo
which is the Minang language term for ‘Muda/ Remaja’. ‘Pandeka Minang
Mudo’ This is the nickname PSP-U-17. News headline (6) “Pemkab Agam
Gelar Bimtek e-SAKIP” using letters e- Is an abbreviation from a foreign word
Elektronik and SAKIP Is an abbreviation of Sistem Aplikasi Kinerja Instansi
Pemerintah. News headline (7) “Ikuti Workshop TI Jaringan Komputer dengan
Baik” Using the word Workshop which is the English term for ‘Pelatihan’.
Surat Kabar Harian Padang Ekspres
The Padang Express Daily Newspaper edition of Monday, July 3, 2017
publishes news that is divided into national news, regional news, and
international news. From the news, what is seen is how the use of nonstandard
word on the headline. Whether it has been referenced to the default language
or not. If there are words that are not listed in the Big Indonesian Dictionary,
it is considered not accepted as the default language. Based on the theory that
has been described previously, that one of the requirements to see the title of
the news already meet the rules of the Indonesian language is good and true is
referring to the standard language.
In the edition, found 10 titles with words that are notstandard and do not
have a word equivalent in the Indonesian language. Here will be described the
title of the news:
1.
2.
3.
4.
5.
6.
7.
“Lomba Nasyid Disambut Antusias”
“Tarif Angkutan Online Ditetapkan”
“Kebut Deadline pada Desember”
“Gali Potensi Daerah via Pacu Biduak”
“Pegawai PLN beri 50 Ribu Sembako untuk Dhuafa”
“120 Liter Tuak dan Mesin Judi Jackpot Disita”
“Antar Pabukoan untuk Warga Miskin, Sahur Bareng Buruh”
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8. “Dokter Intensip Mesti Sopan dan Ramah”
9. “Syar’i Motif Kartun Disukai Anak”
10. “Masih ada Pungli dan Main Pakuak”
News headline (1) “Lomba Nasyid Disambut Antusias” Using the word
‘Nasyid' Which is the Arabic term for ‘Senandung/Lagu’. News headline (2)
“Tarif Angkutan Online Ditetapkan” using the word Online which is a
meaningful English term ‘Dalam Jaringan’. News headline (3) “Kebut
Deadline pada Desember”, The news uses the word Deadline which means
‘tenggat waktu’ or ‘garis mati’. Which is often used in the press world. But the
word is not yet the result of the English uptake so that the term has not been
found in the Great Indonesian Dictionary. News headline (4) “Gali Potensi
Daerah via Pacu Biduak” Using a foreign word Biduak which is the Minang
language term for ‘Sampan/Perahu’. News headline (5) “Pegawai PLN beri 50
Ribu Sembako untuk Dhuafa” using the word Dhuafa which is a meaningful
Arabic term ‘Kaum Lemah/Miskin'. This term has been absorbed into the
Indonesian language, however, the word includes the standard if it is written
in words Duafa not Dhuafa. News headline (6) “120 Liter Tuak dan Mesin
Judi Jackpot Disita” Using a foreign word Jackpot Which is a meaningful
English term ‘Alat’. News headline (7) “Antar Pabukoan untuk Warga Miskin,
Sahur Bareng Buruh” Using the word Pabukoan. The word Pabukoan is a
meaningful Minang language term ‘Menu Berbuka Puasa’. News headline (8)
“Dokter Internsip Mesti Sopan dan Ramah” using the word Internsip which is
a term from the English that is ‘magang’. News headline (9) “Syar’i Motif
Kartun Disukai Anak” using the word Syar’i Which is a meaningful Arabic
term ‘Pakaian yang sesuai dengan hukum Islam’. News headline (10) “Masih
ada Pungli dan Main Pakuak” using the word Main Pakuak which is the term
of the Minang language which means memalak. Term memalak in KBBI
means ‘Meminta Secara Paksa/ Memeras’.
Surat Kabar Harian Posmetro Padang
Daily Newspaper Posmetro Padang Tuesday, July 18, 2017 publishes
news that is divided into national news, regional news, and international news.
From the news, what is seen is how the use of non-standard word on the
headline. Whether it has been referenced to the default language or not. If there
are words that are not listed in the Big Indonesian Dictionary, it is considered
not accepted as the default language. Based on the theory that has been
described previously, that one of the requirements to see the title of the news
already meet the rules of the Indonesian language is good and true is referring
to the standard language.
In the Edition, found 13 titles with words that are not raw and have no
equivalent words in the Indonesian language. Here will be described the title
of the news:
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
1. “Dibully Teman, Siswa SMA Gantung Diri”
2. “Setya Novanto Tersangka Korupsi e-KTP”
3. “Foodware kini Bersertifikat Halal”
4. “2017 Mustahiq Terima Beasiswa”
5. “39 Hari Transaksi di Jakarta Fair Rp. 6,8 Triliun”
6. “Pertemuan Da’I dan Ulama di Sumbar”
7. “Pemko Terus Lestarikan Marandang”
8. “Multaqa Da’I III Jadi Media Persatuan Umat”
9. “Tower Sutet 100 Meter Roboh”
10. “Kemenkumham Disebut Cabut Izin Sawmil”
11. “Mulyadi Digadang-gadangkan Pimpin Demokrat Sumbar”
12. “Kantin Kejujuran SMA 2 Bukittinggi Dilaunching”
13. “Pimpinan Baznas harus Miliki Ilmu Marketing”
News headline (1) “Dibully Teman, Siswa SMA Gantung Diri” Using
the word Dibully. Word bullying this is the absorption of the English
language. Bullying Comes from the word bully which means ‘Penggertak’,
‘Orang Yang Mengganggu Orang Yang Lemah’. News headline (2) “Setya
Novanto Tersangka Korupsi e-KTP” Using letters e which stands for foreign
word Elektronik and KTP Is an abbreviation of ‘Kartu Tanda Penduduk’. News
headline (3) “Foodware kini Bersertifikat Halal” The news uses the word
Foodware which is a term of meaningful English ‘wadah plastik’. News
headline (4) “2017 Mustahiq Terima Beasiswa” using the word Mustahiq
which is the Arabic term for ‘Penerima Zakat’ (yang berhak menerima zakat).
News headline (5) “39 Hari Transaksi di Jakarta Fair Rp. 6,8 Triliun” using the
word Fair which is the English term for the Exhibition. News headline (6)
“Pertemuan Da’I dan Ulama di Sumbar” Using the word Da’i which is an
Arabic term for preachers. News headline (7) “Pemko Terus Lestarikan
Marandang” using the word Marandang which is the Minang language term
for ‘Memasak Rendang’. News headline (8) “Multaqa Da’i III Jadi Media
Persatuan Umat” using the word Multaqa which is the Arabic term for
‘Pertemuan’. News headline (9) “Tower Sutet 100 Meter Roboh” using the
word Tower which is a term from the English is ‘Menara’. News headline (10)
“Kemenkumham Disebut Cabut Izin Sawmil” using the word Sawmil which is
a term from the English is ‘Pabrik Kayu’. News headline (11) “Mulyadi
Digadang-gadangkan Pimpin Demokrat Sumbar” using the word Digadanggadangkan which is the term of the Minang language which means
‘diusung/diharapkan’. News headline (12) “Kantin Kejujuran SMA 2
Bukittinggi Dilaunching” using the word Dilaunching which is a term from the
English is ‘diluncurkan’. News headline (13) “Pimpinan Baznas harus Miliki
Ilmu Marketing” using the word Marketing which is a term from the English
for ‘Pemasaran’.
Based on the above findings it can be concluded that the three
newspapers use the word nonbaku on the headline even though the frequency
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of its use is not much. It can be seen (1) Singgalang Daily Newspaper, using
four foreign terms from English and two words from the Minang language.
The nonbaku word found in the data edition Tuesday, July 25, 2017 is
Tournament, E-Voting, e-SAKIP, and Workshop is a word from a foreign term
that is English. The term from Minang language obtained three data, namely
Induak Semang, Lepau, and Mudo. In addition, news headlines also use
popular regional languages such as ‘ngotot’ words. (2) Daily Newspaper
Padang Ekspres, using four non-standard words that come from English that is
Online, Deadline, Jackpot, Internsip. The foreign term derived from Arabic is
also found three words namely Nasyid, Dhuafa, and Syar'I. In addition, news
headlines also use local languages such as Biduak, Pabukoan, and Main
Pakuak. (3) Daily Newspaper Posmetro Padang obtained 16 data nonbaku
words, namely Dibully, Electronics, Foodware, Fair, Jackpot, Tower, Sawmil,
Launching, and Marketing which is a term from the English language. The
word Mustahiq, Dhuafa, Multaqa, and Da'i are terms from Arabic. In addition,
news headlines also use terms from regional languages such as the words
Pabukoan, Marandang, and Digadang-gadangkan.
CONCLUSION
The use of non-bible words is only a small part of the title writing in the
Daily Newspaper of West Sumatra, Singgalang, Padang Ekspres, and
Posmetro Padang. Nonstandard words used are foreign terms from English like
Launching, Bully, Sawmil, Tower, Deadline, Online. In addition, also found a
foreign term from Arabic on the news headline in such newspapers Mustahiq,
Nasyid, Multaqa, Dhuafa, And others.These three newspapers are Newspapers
published from the West Sumatra Region and produce in Padang. Therefore
the use of the word nonstandard with the term Minang too found in the
headline. It certainly characterizes the regional nature in which newspapers are
published. The words are like Induak Semang, Marandang, and Main Pakuak.
The use of popular languages is also used such as ngotot words. These terms
have not been accepted by the Language Center and are included in the
Indonesian Dictionary.
To create an attention-grabbing title, it appears that media people are
willing to use a conversational or social language that is incompatible with the
enhanced Indonesian Spelling and is not included in the Indonesian Dictionary.
In addition, the writing of these foreign terms in the title is not written in
accordance with the provisions contained in the Enhanced Spell (EBI). Italic
letters are used for the terms, vocabulary, sentences, and transliterations of
foreign languages or regional languages. Italic letters can be replaced with a
line under letters that should be tilted, but they should not be combined or with
quotation marks. Meanwhile, news headlines in the Newspaper are generally
written in italics, both foreign language terms as well as terms of regional
languages, and popular languages.
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The use of foreign terms, regional terms, as well as popular on news
headlines is certainly based on the purpose and purpose for the media. Please
note that non-bilingual use may bring some impact, including published news
not understood by readers who do not live in West Sumatra. In addition, the
title of the news interesting but the bias of meaning, the ambiguity that resulted
in incomprehension and not understanding the reader. But behind the impact,
there may be benefits. Titles with the use of foreign terms /regional terms will
certainly bring a sense of curiosity of the reader to interpret or memaknainya
and find out the meaning through the dictionary so that eventually readers
know and understand the intent of the title. Everything can have a negative and
positive impact all returned to the reader audience. Or is it possible that
newspapers write interesting titles and are made without using the nonstandart
word? This assumption can be used as a hypothesis for further studies to
investigate the relationship between the use of nonbiblical words with the
interest of Newspaper readers. In addition, these findings can be used as input
to conduct more in-depth research on the use of language in local and national
print media.
REFERENCES
[1] Alwi, Hasan, dkk., Tata Bahasa Baku Bahasa Indonesia, Jakarta: Balai
Pustaka, 2000.
[2] Mahsun, Metode Penelitian Bahasa (Tahapan, Strategi, Metode, dan
Tekniknya), Jakarta: Raja Grafindo Persada, 2007.
[3] Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik,
Jakarta: PT Ineka Cipta, 2006.
[4] Harian Pagi Posmetro Padang, No: 5.573 Tahun XVI, Selasa, 18 Juli
2017
[5] Harian Umum Singgalang, Selasa, 25 Juli 2017 (1Zulkaidah 1438 H).
[6] Padang Ekspres, Senin, 3 Juli 2017, 8 Syawal 1438 H.
[7] Romli, Asep M. Syamsul, Kamus Jurnalistik, Bandung: Simbiosa
Rekatama Media, 2008.
[8] Sumadria, As, Harris, Jurnalistik Indonesia: Menulis Berita dan
Feature, Bandung: Simbiosa Rekatama Media, 2011.
[9] Tim Penyusun Kamus, Kamus Besar Bahasa Indonesia, Jakarta:
Gramedia Pustaka Utama, 2008.
AUTHOR’S BIOGRAPHY
First Author The author works as a lecturer in the program of Education
Language and Literature Indonesia STKIP PGRI West Sumatra. The first
article appeared in the 2014 Journal of Ekotrans entitled "Alih Kode Penyiar
dalam Acara Kiara Sapuluah di Radio Kiara 96,7 FM Padang" Vol.14 No. 2
July 2014 ISSN 1411-4615. Attended the International Seminar "Language
Phenomenon in Urban Society" event at UNAIR 2014 with the title of the
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article "Alih Kode dan Campur Kode Penyiar dalam Siaran Radio Sushi FM
Padang dan Tanggapan Pendengarnya". Obtained a grant of dedication and
research from Dikti. As a member of Science and Technology for Society in
2015 "IbM at SMAN 7 and SMAN 8 on a Listening Lesson with Characterbased Audio Visual Media". Year 2016 becomes a member of Penelitian Antar
Perguruan Tinggi (PEKERTI) under the title "Pengembangan Perangkat
Pembelajaran Menyimak berbasis Pendekatan Contekstual Teaching and
Learning”. The study continues in the second year of 2017. Publish the results
of research on the online journal system in the Jurnal Gramatika: Jurnal
Pendidikan Bahasa dan Sastra Indonesia, Vol 2, No.2 (2016). Attend
International Seminar on Education Language Literature And Art (ISSELLA
2017) with the paper title Test of learning device learning tooltial approaches
contekstual teaching and learning (Proceding, ISBN 978-602-71800-2-4).
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Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Teenager on Instagram: Neurolinguistic Perspective
Winda Trisnawati
Sekolah Tinggi Keguruan dan Ilmu Pendidikan Muhammadiyah Muara Bungo
trisnawatiwinda@gmail.com
Abstract
This paper aims to explain about language that teenagers use on Instagram. This
paper explains the perspective of neurolinguistic to describe the phenomenon.
Instagram is one of the social media which teenagers use. It is a descriptive
qualitative approach. The data is the caption of a teenager on Instagram. The method
of collecting data uses the observational method. The technique of collecting data
uses Non Participant Observation Technique (NPO), recording technique, and note
taking technique. In analyzing data, the writer uses referential and pragmatic
methods. Instagram is a media or account that consists of photo or picture of someone
who has an account can write a caption on the photo or picture that uploaded. Based
on the analysis, most of the teenager write a caption about love, broken heart,
togetherness, friendship, hobby, passion, and family. Currently, teenagers are not
only writing caption in Bahasa Indonesia, but most teenagers use English and code
mixing. In neurolinguistic perspective, the phenomenon happens because love,
passion, friendship, and family are teenager life. As a result, teenager age is a stage
of the function of right hemisphere develops. The functions of right hemisphere are
holistic, picture, intuitive, imagination, feeling, abstract meaning, art, and
simultaneous. So, the important one is the awareness of the ability to develop the
function of the right hemisphere in teenager age.
Keyword: teenager on media, language in media
INTRODUCTION
Instagram is one of the popular social Medias. Instagram is a mobile and
internet- based photo – sharing application and service that allows users to
share pictures and videos either publicly or privately. It was created by Kevin
Systrom and Mike Krieger, and launched in October 2010. Currently, high
school students, teenager, and adult have an instagram account. They share
photos include a caption. A caption is a text that describes photo. But, recently
most of the user write a caption about their feeling.
Most of the users are high school students and teenagers. This
phenomenon synchronizes with teenager need. Teenager level is 17 – 21 years
old. Teenager period includes a period of identity development and lost
identity. In this stage, teen tries to look for identity and purposes of live. Socio
– emotional development of teenager and parents get two conditions. First,
teenager escapes from their parents and start building a relationship with their
friends. Second, the intense relationship with parents consists of conflict and
high stress. Sumanto (2014: 85) said that general behaviors of teenager desire
to get attention, desire to show off themselves, the desire to performance
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uniquely than others. By instagram, a teenager can share photos about
themselves, about their friendship, about their family, and everything that show
about their life. More “love” from the other users, it means that he/ she is more
popular.
Instagram does not only make the user popular but also make problem
by user himself/ herself because of their caption (text) in the photo. Most of
the teenager cannot control their emotion to write on their photos caption.
Sometime, most of the teenager is over confidence and over show off. Based
the phenomenon, the writer analyzes the caption (text) that teenager write on
instagram and then analyze the neurological factor that effect teenager share
the photos and write a caption (text).
METHOD
This research uses descriptive research design and qualitative approach.
Moleong (2005: 31) said qualitative research is research which finds
comprehension about fact and receive the subjectivity of research. This
research analyzes how the caption (text) that teenager writes on instagram and
how the neurological factor that effect teenager share the photos and write
caption (text).
The data of this research is the caption (text) that teenager writes on
instagram. The researcher analyzes teenager stage. The method of collecting
data uses observational method. The technique of collecting data uses Non
Participant Observation Technique (NPO), recording technique, and note
taking technique. In analyzing data, the writer uses referential and pragmatic
identity method. For data presentation, the writer uses informal method.
RESULT AND DISCUSSION
The caption is divided into three form: Bahasa Indonesia, English, and
code mixing. It is shown in table 1.
Table 1.
Theme
Love
Bahasa Indonesia
1. Jika Tuhan tidak
mengizinkan dan jika
waktu tidak lagi
mempertemukan kita,
terima kasih telah
singgah, slebihnya biar
Tuhan yang tulis cerita
kita entah itu dikertas
yang sama atau tidak.
2. Percuma saying kalau
dia sudah jadi kenangan.
3. Ya Allah kalau ada yang
bilang aku gendut cabut
aja nyawanya, aku malas
ribut.
English
1. Love me or hate
me. Both are in my
favor. If you love, I
will always be in
your heart, if you
hate me, I will
always be in your
mind.
2. I can see my future
with you.
3. At least I can say
that I’ve tried.
4. No matter what.
You are also
human. You could
be loved by
492
Code Mixing
1. Disaat kita sudah
lupa dia malah
datang, I don’t
care.
2. Aku udah
memaafkan
sebelum kamu
say sorry.
3. Aku tinggalkan
apa yang
membuatku sakit
& aku
perjuangkan apa
yang membuatku
bahagia. As
simple as that.
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
Friendship
Warning
4. Nggap apa fhotonya
someone too. Don’t
buram asal jangan masa
be worried. You
depan kita yang buram,
deserve it.
eaaaakk.
5. Jika nanti aku terlihat
baik – baik saja tanpamu
percayalah itulah
sandiwara terbaikku.
6. Tidak meminta utuk
tetap tinggal lebih
lama, namun kalau
bisa berteman lebih
lama.
7. Yayya kita kan terus
berlari, yayaa takkan
berhenti disini, sampai
jumpa di semester 3
kawan.
8. 1000 teman datang
saat kau tertawa, tapi
satu sahabat akan
datang saat kamu
berderai air mata.
9. Diam lebih elegan dari 5. If you can’t say good
pada sibuk mengumbar
word. So don’t say
kemudian lupa
bad ones.
bercermin.
6. Even when you’ve
10. Jadilah wanita
lost all hope, please
sederhana yang tampil
don’t give up.
apa adanya tanpa ada
7. In a world where you
ukir – ukiran diwajah.
can be anything, BE
11. Teruslah meraih
KIND.
mimpimu hingga
teriakan dan cemoohan
itu berubah menjadi
tepuk tangan
12. Makanya ngaca kenapa
teman – teman bisa
benci sama elu.
Based on the data above, most of the teenager write a caption about
love. Some of part is about friendship and warning. They use Bahasa
Indonesia, English, and sometimes code mixing. It means that love is as big
desire of teenager. They write about their heart feeling on instagram. It aims to
show others about their heart condition. Conflicts which appear in teenager life
are about love, friendship, and family. So, they write quote or motivation to
warn themselves. They try to look for identity.
Neurologically, Five of brain systems relate to human behavior. (Amen,
2011: 21-22): limbic system, placed in the center of brain, is connection and
controlling center of heart feeling; basalt ganglia, big structure in the middle
of brain, control body alert; prefrontal cortex in the upper front of brain acts
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as supervisor, help someone to focus the attention, make planning, control
impulsion, and decision maker; singulat, placed across in the middle of frontal
lobe. Help someone to overcome afraid, inflexibility, and too much focus
action; temporal lobe, placed behind the brow and at the back of eyes. This
part involves in memory, language comprehension, a face recognizing, and
anger controlling.
Limbic system has three components: hypothalamus, amygdala, and
hippocampus. Hypothalamus functions to manage hormone, sexual desire,
emotion, eating, drinking, body’s temperature, and chemical balancing.
Amygdala is as motivation and emotion control center in the brain. It has the
ability to distinguish and to express emotional, such as expression of anger,
frightened, love, sadness, and happiness. Hippocampus is a place of emotion
learning process and a place of emotion memory. Hippocampus has a role to
process information include memory, learning, cognitive environment map,
attention, behavior passion, and reaction orientation. Based on these functions,
occurs recording and decoding of perception and narrative memory.
The brain has two hemispheres: left and right hemispheres. Left and right
hemisphere have a different function. Chaer (2003: 120) said that function
speech – language is centralized in the left hemisphere. Left hemisphere also
has role as a function of memory verbal. The other way, right hemisphere has
a role as function of emotion, song, gesture, emotionally and verbal. Sastra
(2011:36) added that left hemisphere and right hemisphere have function and
task each other but completely another. Left hemisphere roles as monitor of
grammatical skill, while right hemisphere role as language usage skill
(intonation, stress, gesture, and face expression).
CONCLUSION
There is some neurological factor that effect teenager write a caption
about love, friendship, conflict, motivation on instagram. The function of the
limbic system does not develop perfectly yet. It caused teenager cannot control
emotion and heart feeling. But the teenager has good language comprehension;
it means that function of left hemisphere works well and function of right
hemisphere still develops until adult stage. So, the stimulus of right hemisphere
has to push in teenager stage to make them become strong generation and have
good character.
REFERENCES
[1]
[2]
[3]
Arifuddin. 2010. Neuro-Psiko- Linguistik. Jakarta: PT. Raja Grafindo
Persada.
Aslinda dan Leni Syfyahya. 2007. Pengantar Sosiolinguistik. Bandung:
PT. Refika Aditama.
Chaer, Abdul.2003. Psikolinguistik: Kajian Teoritik. Jakarta: PT.
Rineka Cipta
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Universitas Andalas, August 24, 2017
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
[16]
[17]
[18]
[19]
Dardjowidjojo, Soejono. 2003. Psikolinguistik: Pengantar
Pemahaman Bahasa Manusia. Jakarta: Yayasan Obor Indonesia.
Dharperwira, Reni.I.I dan
Prins. 2004. Gangguan-Gangguan
Komunikasi pada Disfungsi Hemisfer Kanan dan Pemeriksaan
Komunikasi Hemisfer Kanan (PKHK). Jakarta: Perpustakaan Nasional.
Eckert, Penelope, dan Sally McConnell Ginet. 2003. Language and
Gender.New York: Cambridge University Press.
Haviva.2013. Rahasia Menguasai Bahasa Asing dengan Otak Kanan.
Yogyakarta: Diva Press.
Hernandez, Roger E. 2005. The Gallup Youth Survey: Major Issues and
Trend Teens & Media. New Jersey: Mason Crest Publishers.
Mahsun. 2005. Metode Penelitian Bahasa. Jakarta: PT Raja Grafindo
Persada.
Nadra. 2010. Bahasa dan Teknik Penulisan: Karya Ilmiah dan Surat
Resmi. Padang: Andalas University Press.
Narbuko, Cholid. dan Abu, Achmadi. 2010. Metodologi Penelitian.
Jakarta: PT Bumi Aksara.
Neuman, W.Lawrence. 1997. Social Research Methods: Qualitative
and Quantitative Approaches- 3rd Edition. Boston: Pearson Education.
Owens, Robert E Jr. 2012. Language Development: An Introduction.
New York: Pearson.
Putra, Darma. 2013. Rahasia Membuat Otak Super. Jakarta: Laksana.
Sailendra, Annie. 2014. Neuro-Linguistic Programming (NLP): Dari
Konsep Hingga Teknik. Yogyakarta: CV Solusi Distribusi.
Sastra, Gusdi. 2011. Neurolinguistik: Suatu Pengantar. Bandung:
Alfabeta.
Scovel, Thomas. 2001. Psycholinguistics.New York: Oxford
University Press.
Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa.
Yogyakarta: Duta Wacana University Press.
Sumanto. 2014. Psikologi Perkembangan: Fungsi dan Teori.
Yogyakarta: PT. Buku Seru
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Ideology and Power of Arabic-Malay Discourse in
Sheikh Batang Kabung’s Works
Yasirly Amrina
Linguistics, Andalas University, Padang,
yasirlyamrina17@gmail.com
Abstract
This study is about the ideology and power of Arab-Malay discourse in Sheikh Batang
Kabung’s works. The construction of ideology and power is reviewed by using critical
discourse analysis theory. Such constructions can be found in text analysis, discourse
practice analysis, and sociocultural practice analysis. This research used the
translational and orthographic method. There are two techniques used in this
research: the technique of decisive element as the basic technique and technique of
appealing the same thing as the advanced technique. The results of this study indicate
that the discourse of Arab-Malay orthography in Sheikh Batang Kabung’s works
stores the ideology and power. In the text analysis, it is known that Sheikh Batang
Kabung used the vocabulary which shows an ideological construction. This
vocabulary includes the forms of nouns and verbs. The construction of ideology is
inseparable from the power relations established from the planting of ideology.
Discourse practice is used as a medium to convey an ideology that contains the
idealism, understanding, teachings, beliefs, and thoughts of a group to the audience,
which in this case is the reader of the work. Sociocultural practice shows that
discourse is present in society as an instrument of power.
Keywords - discourse analysis, ideology, power, and Sheikh Batang Kabung (SBK).
INTRODUCTION
Minangakabau is one of the places where Arabic-Malay script ever
developed rapidly. Minangkabau is also known to have a tradition of writing
and copying works (script) by using Arabic-Malay script until the 21st century.
Imam Maulana Abdul Manaf Amin Al Khatib or better known as Sheikh
Batang Kabung (SBK) is one of the few Minangkabaunese authors who
maintain the use of Arabic-Malay script. SBK (d. October, 12th 2006) actively
used the Arab-Malay script during his authorship process until 2006. Until
now, the works written by SBK are still used as a referral source. As a teacher
of the Tarekat Syattariyah, self-written or copied works of SBK from other
manuscripts still play an important role in the teaching and learning process of
Islamic history, Shari'a and tasauf science in surau which is the center of the
Tarikat Syattariyah (Yusuf, 2006:12).
The Arabic-Malay script is one of the influences of the entry of Islam
into most of the Nusantara in the 13th century. In addition to the Malay
language, this script is also written in many other regional languages such as
Javanese, Sundanese, Aceh, Sasak, and Wolio (Pramono, 2006:276). The use
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of writing systems in most parts of the Nusantara makes the spread of Islam is
growing very rapidly. This spread is inseparable from the process of scientific
transmission which in this case is Islam religion. Various forms of teachings,
as well as all matters related to Islamic culture, flourished in the Indonesia.
Discourse as a form of language use became an instrument in the process
of scientific transmission. In SBK's works, it can be seen the existence of such
process. Not just work that conveys religious teachings, the Arabic-Malay
discourse that is written by SBK is regarded as something that produces
ideology. With those ideas, opinions, concepts, and worldviews that can be
seen in his work, SBK made his work as a means to reconstruct the ideology
for audiences.
Ideology is built by a dominant group with the aim of reproducing and
legitimizing their dominance as a primary strategy to create awareness to
audiences that their dominance is acceptable. Discourse, in this case, is seen as
an instrument through which the dominant group persuades and communicates
to the power production audience and their dominance so that it appears valid
and corrects (van Dijk, 1997:25). Fairclough (2001:64) mentions that the
convention view that is routinely drawn from discourse embodies ideological
assumptions that are considered only as common sense, and which contribute
to maintaining the existing power relations.
The process of scientific transmission not only produces ideology but
also power. Knowledge propagated through Arabic-Malay-faceted discourse
actualizes that knowledge discursively has an effect of power. With
knowledge, audiences seek to be led to follow and understand the truths
expressed in the discourse. The power worked with the ideology to channel the
behavior of audiences with a discourse that contains rules, values, procedures,
and all forms of knowledge. Therefore, this study aims to find vocabularies
that construct ideology and power of Arabic-Malay scripted discourse in SBK's
work.
To conclude about ideology and power, in this critical discourse, the
language cannot be viewed in private, but the language is concerned with the
context of how ideologies and groups play a role and use force in shaping
discourse. Based on the concept, this study aims to map the form of the use of
language that constructs ideology and power in Arabic-Malay-scripted
discourse.
METHODS
In the data collection stage, non-participant obeservation process is
conducted. At the obeservation stage in this study until the stage of
determination of data sources used the observation method (metode simak)
(Sudaryanto, 1993:133). Listening activity in this research is done by reading
the works written by SBK. The basic technique used is tapping technique
(teknik sadap) with advanced techniques, that is uninvolved conversation
observation technique (teknik simak bebas libat cakap). After going through
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the stages of listening to the use of language, the use of language discourse in
which ideology and power are hidden can be tapped. The discourse in which
there is a charge of ideology and power is seen in its textual form; then the
tapping is continued on the contextual observation that involved all the social
components reflected in the whole discourse. The retrieval of data is done by
including the teknik catat, that is by recording all important subject related to
data on data card or corpus data.
In the data analysis's stage, it used the method of analysis systematically
to be able to analyze the content of messages and to process messages on the
data source. Using the sampling technique, all data that has been processed as
a whole is taken by some representative data samples to be analyzed based on
critical discourse analysis theory proposed by Fairclough (2001). In this
analysis stage, text analysis (description), discourse practice analysis
(interpretation), and analysis of sociocultural practice (explanation) are used.
The stage occurred in conjunction with the basic assumption that the relation
between textual analysis and discourse practice analysis to the sociocultural
form had an ideological and power reconstruction. Data analysis in this stage
used the comparing method (metode padan) (Sudaryanto, 1993:13). The
comparing method determinants that are used in this study were language
(comparing translational method) and writing (comparing orthographic
method). The basic technique in the comparing method was teknik pilah unsur
penentu technique. In text analysis, the data will be sorted according to the
discourse structure that illustrated the construction of the ideological carrier
and the power to be analyzed. Furthermore, used the advanced technique, that
was connecting and comparing technique (teknik hubung banding
menyamakan), will be able to look for common ground between all of the
relevant determinant elements in the form of context with all data elements that
have been determined. All data that are analyzed will produce descriptions of
constructed phenomena from assumptions that originated in the relation of
language use to sociocultural practice.
RESULT
Based on the data collection and analysis in this study, it is found that
the use of vocabulary in Arabic-Malay scripted discourse of SBK's works
showed an ideological construction. The ideological construction is a form of
power relationship created by the planting of ideology. The vocabulary that is
known to construct the ideology and power included the form of nouns and
verbs. The use of this vocabulary is summarized as follows.
a. The use of a particular vocabulary may limit the reader's view of a
particular reality.
b. The use of vocabulary shows an ill-conceived picture of opinion as a
form of their truth claim to a problem.
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c. The use of vocabulary that no longer functions as a neutral word, but
carries the implications of attempting to marginalize an
understanding.
The discourse practice that is found in this study is known to be used as
a medium for conveying ideological constructions that contain an idealism,
understanding, teachings, beliefs, and thoughts of a group to the reader.
Meanwhile, the analysis of sociocultural practice showed that discourse is
present in society as an instrument of power.
DISCUSSION
The construction of ideology and power was found in this study using
the Fairclough thinking model (2001:21) which became the critical discourse
analysis procedure. In viewing the language as a discourse and social practice,
the approach is not only to analyze the text, the process of production, and the
interpretation, but also to analyze the relationship between the text, the process,
and the social conditions of society, for both the direct conditions of the
situational context or the conditions of the institutional structure and further
social structure.
In accordance with the Fairclough thinking model, critical discourse
analysis lies in the three domains of production, namely text, interaction, and
context. In the three domains of this production also produces three layers of
analysis, they are: First, the analysis of text that is description, which the stages
associated with the formal nature of the text. Second, discourse practice
analysis that is the interpretation, which is the stage that connects the text
production process with the interaction that sees the text as the product of the
production process and as a source in the process of interpretation. Third, the
analysis of the relationship between interaction and explanatory social context,
that is the determination of the production process and interpretation, and its
social impact. These three dimensions cannot be separated from one to another
because they are integral and simultaneous.
In this study, text analysis began in the process of transliteration.
According to the Arabic-Malay script written from right to left will be
transliterated in Latin form as follows.
Example 1:
ﯾ ﭘ٢
ﮐ
(Amin, 1993:28)
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Table 1.
Ini
ﭘ
banyak
ﯾ
Yang
٢ ﮐ
kitab-kitab
‘books of
religion
knowledge.’
Noun
pronoun
adjective
conjunction
kepada
ditaslimkan
‘Submission and
obedience to
God’
verb
Table 2.
Angku
‘greeting to
respected people’
Noun
conjunction
Sudah
adjective
From the example above, it can be seen the use of methods and
techniques undertaken in this study. Here is another example as well as a
complete form of analysis in this study.
Example 2:
ﻴ
ﺤ ﺻ
ﻴ
٢
٢
ﮔﻴ
ﻴ
ﻴ
(Al Khatib, no year:4)
Ada pula sebahagian dari ustad-ustad mengatakan bahwa membesar-besarkan
hari lahir Nabi Muhammad Salallahu’alaihiwasalam adalah bid’ah, sebab
Nabi tidak pernah membesarkan hari lahirnya (Al Khatib, no year:4).
Table 3.
mengatakan
Table 4.
Nabi
٢
ustad-ustad
dari
ﻴ
lahir
hari
ﮔﻴ
sebagian
٢
membesarbesarkan
Table 5.
Nabi
Adapula
bahwa
ﻴ
sebab
bid’ah
Table 6
500
adalah
ﺤ ﺻ
Muhammad
SAW
Proceeding 3rd International Seminar on Linguistics (ISOL-3)
Universitas Andalas, August 24, 2017
ﻴ
lahirnya
hari
membesarkan
pernah
ﻴ
tidak
The use of the
<bid'ah> 'deed done not according to the specified
example, including the addition and subtraction of provisions; Renewal of
Islamic teachings without reference to the Qur'an and hadith; lie; Lie' (Alwi,
2002: 148) above. Assuming that this
<bid'ah> word will affect how the
reader understands and defines the related event,
<bid'ah> becomes the
determinant of reality marked by the word in the discourse. This is because not
all readers experience the context of the discourse directly. The use of this word
gives experience control to the social reality seen by the reader.
When this event is spoken in other words, it will produce a different
understanding of reality. The complexity of reality in religious issues also
influences the direction of understanding on simplification. With the use of the
word
<bid'ah> audiences will make the simplification between right and
wrong. If paired with a few other words to express
<bid'ah>, it will look as
follows.
<bid’ah>
Ada pula sebahagian dari ustad-ustad mengatakan
bahwa membesar-besarkan hari lahir Nabi
Muhammad Salallahu’alaihiwasalam adalah
bid’ah, sebab Nabi tidak pernah membesarkan hari
lahirnya (Al-Khatib, no year: 4).
<dusta>
Ada pula sebahagian dari ustad-ustad mengatakan
bahwa membesar-besarkan hari lahir Nabi
Muhammad Salallahu’alaihiwasalam adalah dusta,
sebab Nabi tidak pernah membesarkan hari
lahirnya
<salah>
Ada pula sebahagian dari ustad-ustad mengatakan
bahwa membesar-besarkan hari lahir Nabi
Muhammad Salallahu’alaihiwasalam adalah salah,
sebab Nabi tidak pernah membesarkan hari
lahirnya
<keliru>
Ada pula sebahagian dari ustad-ustad mengatakan
bahwa membesar-besarkan hari lahir Nabi
Muhammad Salallahu’alaihiwasalam adalah
bid’ah, sebab Nabi tidak pernah membesarkan hari
lahirnya
All of the word choices above rise to a certain understanding of the
describing reality. By using the vocabulary, it will show reality at different
levels of influence. The basic understanding will show that all those who
celebrate or raise the birthday of Prophet Muhammad are the ones who violate
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the teachings of religion. The use of the word bid'ah and dusta marks the reality
that the act of celebrating the birthday of the Prophet is not only a mistake in
the teachings of religion, but an act that has come to equal the position of God
in adding and reducing the provisions that have been written in the Qur'an.
Meanwhile, the use of the word salah and keliru limits a wrong action in a
lower level and can be fixed.
The forms of social practice in society which make why the language
form above is chosen in its use is the influence of the different understandings
that occur in the development of Islam. The existence of a different
understanding of the teachings of Islam became a clear trigger of the birth of
the use of the language. This is the picture of unity of opinion so that the use
of language as a counter discourse. By using the word
<bid'ah> the
recipient of the discourse will simplify the reality that the ustad using the word
is in a stream opposite the author.
CONCLUSION
Ideology and power can be identified in the process of language use. Not
only seen as a series of words, but the use of language in this case is also the
use of language that hold a lot of content in the form of ideas, opinions,
concepts, ideologies, and even contains a charge of power. All these things are
related to discourse text relations, discourse production, and sociocultural
where discourse is born and developed. This research is expected to add
khasanah in the field of linguistics, especially discourse analysis. In addition,
this study is expected to increase the number of research (both in the field of
linguistics and other fields) who pay attention to the works of ancient
manuscripts to dismantle the wealth of cultural treasures of the Nusantara.
REFERENCES
[1] l-Khatib, Imam Maulana Abdul Manaf Amin. No Year. “Kitab Fadilatus Suhur
(2nd Edition)”. Padang: Surau Nurul Huda, Batang Kabung.
[2] Alwi, Hasan. 2002. Kamus Besar Bahasa Indonesia. 3rd Edition. Jakarta:
Balai Pustaka.
[3] Amin, Imam Maulana Abdul Manaf. 1993. “Sejarah Ringkas Aulia Allah
Assalihin Syekh Burhanudin Ulakan yang Mengembangkan Agama Islam di
Daerah Minangkabau”. Padang: Batang Kabung, Koto Tangah, Tabing.
[4] Fairclough, Norman. 2001. Language and Power Second Edition. New York:
Routledge Taylor and Francis Group.
[5] Pramono. 2008. “Ideologi Aksara Jawi: Kebertahanan Bahasa Melayu dalam
Tradisi Pernaskahan di Minangakabau”. Article in Linguistik Kultura Journal,
Vol. 01, No. 03/Maret/2008. p. 275—288.
[6] Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa: Pengantar
Penelitian Wahana Kebudayaan secara Linguistis. Yogyakarta: Duta Wacana
University Press.
[7] van Dijk, Teun A. (ed.). 1997. Discourse Studies: A Multidisciplinary
Introduction Volume 1. London: SAGE Publication.
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[8] Yusuf, M. (ed.). 2006. Katalogus Manuskrip dan Skriptorium
Minangkabau. Tokyo: Center for Dokumentation and AreaTranscultural Studies, Tokyo University of Foreign Studies cooperate
with Kajian Poetika Group, Faculty of Humanities, Andalas University
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#Ada AQUA
Yessy Prima Putri
Sistem Informasi, STMIK Indonesia, Padang,
yessy@stmikindonesia.ac.id
Abstract
The research was distributed by the mindset of the society instantaneous in
representing the reality in the form of the language. For example, the use of abreviasi
in ad language used by one of the Aqua mineral water products. That fact is one of
the novelties in the use of language. However, the novelty when it is not restricted in
its use will be fatal, that the loss of the function of language. This research aims to
know the pattern of abbreviations and acronyms on the Aqua bottle. The methods used
in this research is a qualitative method. The data in this study are all abbreviations
bottle Aqua. Source of research data in this study i.e. bottle Aqua.
Keywords: acronyms, abbreviations, and Aqua.
INTRODUCTION
Language is a means of communication. Therefore, the most important
thing in speaking is the meaningfulness and the practical applications of that
language in communicating information. One manifestation of this is the
practical application of the abreviasi. Abreviasi according to Kridalaksana
(2009:161), abreviasi consists of an abbreviation, acronym, partial,
contraction, and the symbol of the letter. According to Kridalaksana
(2009:165) process of formation of acronyms is divided into sixteen processes.
The problem that arises in the midst of the growth growth of abreviasi is
that the process of the formation of the new abreviasi tends not to follow the
process of the formation of abreviasi. This can lead to the impression that less
well against the growth and development of the languages of Indonesia, in
particular in the process of the formation of words (morphology). This
development while also reflecting the behaviour of Indonesia Society-speaking
culture.
Aqua is a brand of bottled drinking water produced by PT Aqua Golden
Mississippi Tbk in Indonesia since the year 1973. Aqua, for now, is the market
leader in the field of competition with various products of mineral water in
Indonesia. A strong position caused by factors as the product Aqua mineral
water was first present in Indonesia as well as promotional and marketing
strategies on repeatedly. Promotion method used is mainly through
advertisements in the print and electronic media, sponsoring various events, as
well as the installation of billboard advertising. Currently Aqua bottle
packaging products issued using the abbreviation ' slang ' is intended for young
people. The abbreviation became the new icon for bottled drinking water with
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jargon "ada Aqua"? The abbreviation also carries the meaning of nyeleneh, and
proves the market is to be achieved the young.
There are two problems that are discussed in this article. The first is what
forms the acronym used on bottles of Aqua? Second, how the process of the
formation of each abbreviated form?
Research on the abreviasi has been performed by Noviatri and Reniwati
(2015), with the title "abbreviations and acronyms in Newspapers: the study of
the form and process." To describe the forms of abreviasi, i.e. the abbreviations
and acronyms used in newspapers and explain the process of its formation. The
theory is the theory of abreviasi and its formation process expressed by
Kridalaksana (2010) which divides abreviasi top five forms, namely: 1)
abbreviations, 2) acronyms, 3) beheading 4) contraction and 5) symbol fonts.
The results of the analysis of the data shows that found 1562 (one thousand
five hundred sixty two) of the abbreviated form in newspapers with 9 (nine) of
the process, three of which are new process (the findings of researchers) and
896 (eight hundred ninety six form an acronym used in newspapers with 31
(thirty one) process. Nineteen of which is also a new process. Based on the
process of formation of abbreviations and acronyms found 22 (twenty two) the
new process. This research is different from the research that the author did
because the object of his research is different, that will produce different
conclusions.
METHODS
The methods used in this research there are three groups that correspond
to the stages of the research. All three are 1) data collection methods and
techniques; 2) methods and techniques of data analysis, and 3) presentation of
the results of the methods and techniques of data analysis. For the provision of
the data used see methods, namely listening language use on bottle Aqua. The
technique is essentially the technique for direct elements, and advanced
techniques are the SBLC and noted. Methods used to analyze the data and
match referential, i.e. looking for reference or referring to each form of
abreviation
RESULT
In this article, the discussion on the form and process of formation of the
abbreviation. Of all the data collected, can be found
Abbreviations That the Process of Its Formation using Perpetuation of
the First Syllable of Each Component
There is some data on packaging stands for Aqua bottle that processes
its formation using perpetuation of the first syllable of each component, such
as the example below:
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Data 1.
Data 2.
Data 3.
Data 4.
The abbreviation on the data 1 is short for gaji buta formed through the
process of the perpetuation of the first syllable of each component. Here is a
diagram of the process of its formation:
gabut
gaji buta
The abbreviation gabut formed through the process of the perpetuation of the
first syllable of each component, i.e. retention of syllable ga of gaji and
syllables but from buta.
Similarly on the data 2, 3, and 4. Data 2 is short for jomblo bingung
which was formed through the process of the perpetuation of the first syllable
of each component. 3 data on takos the process of is short for tatapan kosong
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are formed through the process of the perpetuation of the first syllable of each
component. While data on 4, mager is a shortening of the word males gerak.
The process of the formation of the respective data can be seen in the
following diagram:
jombi
jomblo bingung
takos
tatapan kosong
mager
males gerak
The abbreviation jombi formed through the process of the perpetuation of the
first syllable of each component, i.e. the perpetuation syllables of jom and
syllables bi of bingung components. Similarly the process of the perpetuation
of the syllables in the data 3 and 4.
Abbreviations That the Process of Its Formation using Retention of Two
And Three Letters of The First and The Last Three Letters of The
Second Component
Data 5.
Data 6.
The process of its creation, can be seen in the diagram below.
Landak
lambat bertindak
Saltum
salah kostum
The diagram above shows that the abbreviation landak is one form of the
abbreviation is formed through a process of the perpetuation of the first three
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letters on the first component. The abbreviation la is a form of lambat, whereas
the abbreviation ndak is a form bertindak.
So also the word saltum, an abbreviation formed through the process of
the perpetuation of the first three letters on the first component. Short for sal
is a form of salah, and the acronym tum is the perpetuation of the shape of the
kostum.
The Acronym of Its Processes using Perpetuation of the First Syllable of
the First Component, the First Syllable of the Second Component, and
the Last Syllable of the Third Component.
Data 7.
Based on existing data, there is the use of the abbreviation with the process of
the formation of the example above; the abbreviation is Andilau. Following the
process of its formation.
Andilau
antara dilema dan galau
konjungsi (lesap)
In the diagram above to see that the acronym is short Andilau for antara dilema
dan galau . The acronym is formed through a process of perpetuation of the
first syllable of the first component of an stands for antara, the first syllable of
the second component di is the abbreviation of the dilema, the last syllable of
the third component lau of the galau which is short for splitting, as well as the
conjunction dan.
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The Abbreviation With The Retention Of The First Syllable Of The First
Component, The First Syllable Of The Second Component, The Third
Letter, The Fifth And Sixth The Third Component
Data 8.
Based on existing data, there is the use of the abbreviation with the
process of the formation of the example above; the abbreviation is terkuras.
Following the process of its formation.
terkuras
terlihat kurang cerdas
In the diagram above, it is described that the acronym terkuras is short
for terlihat kurang cerdas. The acronym is formed through the retention of the
first syllable of the first component of the ter which stands for terlihat, the first
syllable of the second component is the abbreviation ku of the word kurang,
and the third letter r, the fifth and sixth the third component of the as.
DISCUSSION
Abreviation according to Kridalaksana (2009:161), abreviasi (short)
consists of an abbreviation, acronym, partial, contraction, and the symbol of
the letter. According to Kridalaksana (2009:165) process of formation of
acronyms is divided into sixteen processes.
a. Retention of the first letter of each component,
b. Retention of the first letter with spilitting conjunctions,
prepositions, reduplication, and prepositions, and the word,
c. Retention of first letters with numbers, if repetitive,
d. Retention of the first two letters of the word,
e. Retention of the first three letters of a word,
f. Retention of four the first letter of a word,
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g. Retention of letters first and last letter of the word,
h. Retention of the first letter and the third letter,
i. Retention of the first and last letter of the first word and the first
letter from the second syllable,
j. Preservation of the first letter of the first word and the first letter
of the second word of the combined words,
k. Retention of the first and last letter of the word, a diphthong.
l. Retention of the first two letters of the first word and the first
letter of the second word in a compound,
m. Perpetuation of the first letter of the first syllable and the first and
last letter of the second syllable of a word,
n. Retention of the first letter of each syllable,
o. Retention letter first and fourth letter of a word,
p. The perpetuation of irregular letters
Sixteen of the process of formation of the acronym theorized by
Kridalaksana (2009), the author found 4 pieces in this study, namely:
1. Abbreviation of its processes using perpetuation of the first syllable of
each Component
2. Abbreviation of its processes using two and three pemekalan the first
letter and three-letter terakir the second component
3. Abbreviation of its processes using pemekalan the first syllable of the
first component, the first syllable of the second component, and the last
syllable of the third component.
4. Abbreviations with the retention of the first syllable of the first
component, the first syllable of the second component, the third letter,
the fifth and sixth the third component
From the results of the deliberations of the authors found, the concept of
abreviasi that has been said by Kridalaksana (2009) the same authors found in
the data the author though.
CONCLUSION
After a discussion against the abbreviations and acronyms used on the
packaging of bottles of Aqua, there are several things that can be summed up:
1. the commonly used abbreviation of on acronyms.
2. Based on the process of its formation according to Kridalaksana,
abbreviations found in this study based on existing data, there are four
forms.
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REFERENCE
[1] Kridalaksana, Harimurti. Kamus Linguistik. Jakarta: PT Gramedia
Pustaka Utama. 2009.
[2] Noviatri dan Reniwati. “Singkatan dan Akronim dalam Surat Kabar:
Kajian Bentuk dan Proses”. Arbitrer. vol. 2, April 2015.
[3] Ramlan. Morfologi Suatu Tinjauan Deskriptif. Yogyakarta: CV.
Karyono. 2003.
[4] Sudaryanto. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta:
Duta Wacana University Press. 1993.
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The Role of Local Knowledge For Disaster Education
Yoko Takafuji
Wako University, Japan,
nre48767@nifty.com
Abstract
In 2004 Indian Ocean earthquake and tsunami more than 200,000 people were dead
or missing. On the other hand, the victims in Simeulue Island which are closer to the
epicenter were only 7 people. This is because of the local knowledge which called
“Smong”, talked about 100 years before 2004 earthquake and tsunami occurred. It
had been predicted that tsunami would happen anytime in the future. Nowadays, the
local knowledge is still alive among Simeulue Island citizens. It's a story about the
earthquake that occurred 100 years ago in 1907. Japan and Indonesia are known as
countries with many earthquakes, which both countries have developed such local
knowledge for disaster education. There are few victims of earthquakes in areas of
both countries that have local knowledge. The author has conducted the research
method by collecting questionnaires and interviews with local citizens in Simeulue
Island. In this Paper, the author proposes the local knowledge which will affect
disaster education. The results of this study will give direction to disaster education
in the global social issue, contributing not only for Indonesia and Japan, but also for
the world as well.
Keywords Local knowledge, Disaster Education, Simeulue Island, Smong
INTRODUCTION
The earthquake at the offshore of Sumatra Island and Tsunami in the
Indian Ocean which occurred on December 26, 2004 had resulted in a big
number of victims in 12 countries surrounding the Indian Ocean. The total
number of death casualties in Indonesia was about 170,000 people.
Meanwhile, Simeulue Island at the southwest of Sumatra Island was also
struck by the tsunami at that time, but the number of death casualties was less
compared with its population. The big tsunami which struck Simeulue island
in 1907 becoming pin-point of the inheritance knowledge among the local
people through their local language, known as “Smong” story, which gives
knowledge to the local people that they had to evacuate before the tsunami
struck. It was one of the factors claiming that dead casualties were less.
There was also a story about earthquake and tsunami that was inherited
from one generation to other generation in Japan, which called “Inamura no
Hi”. “Inamura no Hi” (Fire in the pile of Paddy) is a story of a village figure
named Gohei Hamaguchi that informed the villagers to evacuate when the
earthquake and tsunami struck in Hiromura (Hiro village), Wakayama
Prefecture in 1854. This local story is very important for the local people as
the disaster awareness knowledge, since the time of tsunami occurrence take a
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long time comparing with the previous one. Therefore, by using the local
knowledge people could protect themselves from the upcoming disaster. The
disaster awareness created by ancestors using local knowledge such as oral
story, folklore and legend will inherit generation by generation using easy and
understandable words.
The current study analyzes responses from the community towards the
natural disasters by formulating local wisdom to minimize the loss of
upcoming disaster. The highlight of the paper is by proposing disaster
education using the oral story, folklore, and legends in the community.
RESEARCH METHOD
The research applied a qualitative method based on an extensive literature
review and a semi-structured interview.
DISCUSSION
A. Oral story of “Smong”
The oral story of “Smong” was created from the existing earthquake and
tsunami on April 1907 in the form of narration. Then, it was changed into a
lullaby and spread among the people in the Simeulue Island. After the
earthquake and tsunami in 2004, its melody was altered to be friendlier to the
community. Formerly, the inherited method was focused on the families via
grandparents or parents, but after 2004 it was extended to be taught by teachers
in schools and sung in the ceremonies which currently it is still kept well.
The contents of oral story “Smong” shortly can be explained as “By the
time of the moving land (the existing earthquake), the decreasing water sea
level and the diminishing volume of the water are the sign of the upcoming
tsunami. Hurry up to run to the higher place.”
Even in the remote area of Simeulue Island this oral story had been
spread throughout the community. That was why the villagers evacuated soon
to the higher places after the earthquake. The measure to ensure the sea level
surface could be taken naturally. Everybody knows that the drastic and sudden
change of the sea level surface was the sign of tsunami. Because of this
knowledge, the life of 73,000 people in 135 villages in the Simeulue Island
could be saved. Smong has been inherited for a long time to protect the
valuable life of mankind. The most surprising knowledge of “Smong” is that
has been continued in 100 years, starting from 1907.
The oral story of “Smong” in Simeulue Island is the wisdom of the
ancestors which impressed its natural beauty and keep the people knowledge.
The Smong song that contained importance message of saving a life from
earthquake and tsunami, created by the sharp intuition of the ancestor. By
inheriting Smong, all people in Simeulue Island possess disaster prevention
awareness naturally, coming from its story which has deep meaning.
Simeulue Island has to face with natural disaster regularly since there
are many tectonic plates existed in the area. The ancestors of Simeulue island
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had learned from the big earthquake and observed its the natural phenomenon
deeply.
The contents of Smong legend has been proved saving much life of
people in Simeuleu. The contents of Smong song is originally written in the
local language, also translated to Indonesian and English as follow:
Table 1. Smog lyric
Smong Composer :Moris Messasilae
Smong dumek-dumek mo
(tsunami air mandimu)
Linon uwak-uwakmo
(gempa ayunanmu)
Elaik keudang-keudangmo
(petir kendang-kendangmu)
Kilek suluh-suluhmo
(halilintar lampu-lampumu)
Smong English
Tsunami is your bath.
Earthquake is your sway
Thunder is your drum
Lightning is your lamp
Listen to a story
Enggel mon sao surito
(dengerlah suatu kisah)
Inang maso semonan
(pada zaman dahulu kala)
Manoknop sao fano
(tenggelam suatu desa)
Uwilah da sesewan
(begitulah dituturkan)
Once upon a time
A village has been swept away
As being explained before
Earthquake has started before
Unen ne alek linon
(gempa yang mengawali)
Fesang bakat ne mali
(disusul ombak raksasa)
Manoknop sao hampong
(tenggelam seluruh negeri)
Tibo-tibo maawi
(secara tiba-tiba)
Followed by giant waves
The whole country has been sunk
In all of a sudden
If the earthquake were strong enough
Angalinon ne mali
(jika gempanya kuat)
Oek suruk suali
(disusul air yang surut)
Maheya mihawali
(segeralah cari tempat)
Fano me senga tenggi
(dataran tinggi agar selamat)
Followed by diminished water
Soon find the places
Highland to be safe
Its name is smong
The history of our ancestor
Ede smong kahanne
(itulah smong namanya)
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Turiang da nenekta
(sejarah nenek moyang kita)
Miredem teher ere
(ingatlah ini semua)
Pesan navi-navi da
(pesan dan nasihatnya)
Remember it all
For its message and piece of advice.
Previously, smong has been inherited from mouth to mouth as poem
passing through long period. The reason inheritance of Smong from generation
to generation was because of this poem contains rhythm, keeping the memory
continuously. Usually, Indonesian poems have also rhythm like this.
There is an also inherited song in Simeulue Island that has been known
as “Nandong” which is originally influenced by Minangkabau culture.
Nandong has been sung in the meetings and usually as lullaby too. The song
of Nandong is sung by Simeulue farmers when they plant paddy or when at
harvest time. On the other event, it is sung by the fishermen when they are
moving from one to another place on the sea. The song has also been sung in
the harvest time of clove and coconut. It is said that Nandong is the melody
that has been penetrated to the heart of Simeulue people. In Japan, there is also
experiment to resemble it in the harvest time.
Smong has 4 lines poem. The verse has a beauty that interests many
people that they welcomed the words hartly. The rhythm has the characteristics
that impressed many people due to its pattern, by repeating the voice or words
that easy to understand and easy to be remembered as a pattern. A characteristic
of the smong is used in the oral method, and not in writing. According to a
famous ex-broadcaster of NHK, M. Sadatomo, the oral method is
accomplished by the logic of “written words” that will be easier to grasp, the
same as “chatting”. It is one of the media with the objective to deliver
information precisely. The easy words transferred by people from the past can
be vital information with its accuracy. In another word, important message in
the local language has also been well transferred towards the local people,
because the local language is the only media of information effective for the
local.
Some messages in the local language that has been inherited and
carefully accomplished should be dissemined beautifully in order for the
listeners to grasp the meanings easily. By such way, the legend of Smong could
spread in the island thoroughly.
B. Local language as a Media of Communication.
Folklore is the crystallization of “knowledge” of the human mind. It
keeps knowledge of story in the past. There is much important information in
the narration. Narration through voice in the local language is stronger to
disseminate information rather than letters, as well as it will keep the memory
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longer. By analyzing folklore, it will also be found the environment and
background in the past. The oral story could be said as a ”memory” transferred
to the next generation via legend, folklore, people song, history, arts and
religion.
The most important element in folklore is “voice” and “rhythm”. The
strong or weak of “voice” could be performed different circumstances which
make our brain easier to remember. By this method, folklore could be inherited
for a longer time. Folklore could also be changed depending on the inheritance
of the tutors. It could even alter based on the experience of the tutors. The most
important thing is the original message will still be delivered. The people from
the past expressed their message through weak-strong “voice” and “rhythm”.
C. Oral Story of “Inamura no Hi”
Japan archipelago consists of 4 piling plates, which are Pacific Plate,
Philippine Plate, Euro Asia Plate and North America Plate. By the distortion
among the plates, it releases energy through an earthquake. The big earthquake
usually happens once in every 90-150 years. In this part, the author mentions
about Ansei Nanka Earthquake that has close relations with Inamura no Hi.
The earthquake reached 8.5 Richter scale claiming thousand dead casualties.
The height of tsunami reached 15 meters. Even though, the damage at Hiro
village in Wakayama Prefecture where the story of Imamura no Hi come from,
was small which has total death casualties of 36 people.
Inamura no Hi was the story of village figure namely Mr. Gohei who
predicted that tsunami would strike because he saw the diminished water of
the sea from the place he stood at that time. Then, he burned piles of paddy
that had just harvested to give sign for the village people to move to the hill.
This story is originally composed by Lafeadio Hearn, UK citizen who
arrived in Japan in 1890. He married to a Japanese woman namely Setsu and
he changed his nationality into Japanese via naturalization process. Hearn
loved the natural beauty and interested in Japanese character, as well as
Japanese ancient legend and culture. He composed a short story entitled “A
Living God” published in a magazine “Atlantic Review” in America. His goal
was that the readers could read a story easily and well remember those, and
this was the essence of “Living God”. There had been mechanism that the story
woul be retold (inherited) from mouth to mouth easily.
Then, Tsunezo Nakai, an Elementary School teacher in Wakayama
impressed on the attitude and works of Hearn; he continued to deliver A Living
God which would be better and understandable for the children. At the same
time, Nakai wanted to make children love and impress their mind. Then, his
work was chosen in the textbook entitled “Inamura no Hi.”
CONCLUSION
“Smong” which is included “Nandong”, also “Inamura no Hi” are not
contained only the message from the past, but also created with a poem based
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on the true story which will be easier to understand for a long period. Using
simple and easy words to understand, “Smong” is the lesson learnt from the
past tsunami disaster. The impact of the story has been proved for about 100
years, by saving many lives. Similarly, “Inamura no Hi” also using the simple
expression. The community of Simeulue and Wakayama have never forgotten
on facing disaster, and they always make an effort to transfer their knowledge
to young generation using the popular expression. As one of informal
education based on existing experience, it is expected to be a part of informal
education using the local language. In Indonesia, there more than 60 local
languages existed, which are classified as mother tongue, different with
Indonesian language which is as the national language. Although in formal
education students learn Indonesian language, but the local language as the
mother tongue is more deeply understood, especially when it is related with
disaster education. Even though there are more influence from outside bringing
different cultures and languages currently, the use of local language to keep
tradition and culture is a must. Japan as well as Indonesia has different culture
and history, but both countries are similar as prone area for disaster especially
tsunami and earthquake. The further implementation and result of our survey
in Indonesia will be not only effective for disaster education in Indonesia itself
but also useful for Japan as well, since both country have similarity in geology
and cultural disparity.
REFERENCES
[1] Koizumi Bon (1995) “Minzoku Gakusha Koizumi Yakumo-Nihon
Jidai no Katsudo Kara” Kobunsha
[2] Sugimura Kotaro (2005) “Hamaguchi Goryo Shoden” Hirokawa-cho
Bunkazai HogoShingi Iinkai Hirokawa-cho Kyoiku Iinkai
[3] Takagi Taikan (1986) “Koizumi Yakumo-Sono Nihongaku” Libroport
[4] Hirakawa Sukehiro (1981) “Koizumi Yakumo Seiyou Dasshutsu no
Yume” Shinchosha
[5] Fukawa Genichiro (1999) “Inamura no Hi no Bunkashi” Kyuzansha
[6] Wakayama-ken Hirokawa-cho (1998) “Inamura Moyu-Kaisho to
Tatakatta Otoko Hamaguchi Goryo no Kiseki” Gyousei
[7] Teuku Abdullah Sanny (2007) “The Smong Wave From Simeulue:
Awakening and Changing: Post Tsunami Strategic Development of
Regency of Simeulue” P.K. Simeulue
[8] Takafuji Yoko (2013) "The Role of Disaster Experiences in Disaster
Prevention Education - Through Case Studies in Simeulue Island,
Indonesia". Contribution Studies Vol.1, No.1. Social Society
Contribution Studies of Japan
[9] Takafuji Yoko (2010). " A Study of the Effectiveness of Folklore in
Disaster Education -The Case Studies of Nias and Simeulue Islands in
Indonesia and Japan-". Rikkyo University, Graduate School
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AUTHOR BIOGRAPHY
Yoko Takafuji, MBA, Professional Experience : Senior Researcher , Wako
University / Project Manager, JICA (Japan International Cooperation Agency)
Publications/Papers : Takafuji Yoko (2013). "The Role of Disaster
Experiences in Disaster Prevention Education - Through Case Studies in
Simeulue Island, Indonesia". Contribution Studies Vol.1, No.1. Social Society
Contribution Studies of Japan, And other 13 published and presented papers
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The Improvement of Students’ Speaking Skill by
Using Guessing Games Technique
Yuni Elisdawati
Department of English Applied Linguistics ( LTBI ),
State University of Medan. North Sumatera,
yunilangsa22@gmail.com
Abstract
Many students have faced problems when they learn to speak English as a foreign
language. It is part of English teachers’ job to solve the problem in teaching-learning
process by using suitable techniques. In this study, the writer took Guessing games as
the technique in teaching speaking. The purpose of this study is to find out whether
Teaching speaking by using Guessing games technique improves speaking
skill of students. The action was applied at Junior High School. The participant of
this research is all Seventh grade students of SMP Negeri 4 Langsa. The writer
randomly chose one class of the Seventh grade students. This research is conducting
Classroom Action Research which consists of two cycles. The writer used instrument
observation to collect data, field note, giving test and Questionnaire. The data is
collected through qualitative data. The results of this research are obtained the data
of test showed that the second cycle is higher than the first cycle. So, based on the
result the writer concludes that teaching speaking by using guessing games technique
can improve speaking skill of Seventh grade students.
Keywords: Teaching, Teaching Speaking, Guessing Games
INTRODUCTION
It is true that English Language skill is very important to be able to
participate in the wider world of work. There are four skills in English namely,
listening, speaking, reading and writing. In Indonesia, even though English is
considered as a foreign language, but this reality makes teachers and parents
think that English Language skill should be mastered by their students and
children. However, it is not easy to master all of English skills, there must be
one important skill that covers the whole skills. For instance, Speaking is the
most important skill that should be mastered by students to communicate in
English fluently. Speaking is an activity used by someone or people to
communicate each other. It takes place every where and has become a part of
our daily activities. When someone speaks, he or she uses the language to
express his or her ideas, feeling and thought.
Many students have faced problems when they learn to speak English
as a foreign language. Most of the students ignored speaking activities in the
classroom because of many factors, such as; they have a lack of vocabulary,
and they feel shy and nervous to speak English, they worry that they will make
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mistakes and other students will laugh them. It becomes a part of teachers’ job
to solve students problems to improve their speaking skill. Patricia (1988:3)
says, “It is important for the teacher to include as many techniques as possible
to enhance student’s learning.”
Teaching is an act that requires a moral responsibility. The educational
success of students depends on the accountability of teachers in performing
their duties. According to Tardif (in Adrian, 2004)," teaching is any action
performed by an individual (the teacher) with the intention of facilitating
learning to another individual (the learner), which means that teaching is an act
done by a person (in this case educators) with purpose of assisting or
facilitating another person (in this the learners) learning activities.” Base on
this statement, teaching is not only conveyed information but integrative
efforts towards the achievement of educational goals. In this context, the
teacher not only as a transmitter of information but also act as a director and
facilitator of learning.
There are many reasons of a teacher uses games in teaching speaking,
because teaching and learning activities in class should not only happen
between teacher and students but also between student and student. And
guessing games is one of the suitable games in teaching and learning process
which has the technique to gives students more opportunities to solve their
problem to get improvement in English ability, especially speaking skill.
According to Klippel (1994:13), “The basic rule of guessing games is
eminently simple; one person knows something that another one wants to find
out.” Betteridge and Buckby (1990:69) say, “Essentially, in guessing and
speculating games, someone knows something and the others must find out
what it is.” It can be concluded that guessing games are a game in which a
person or participant knows something and competes individually or in a team
to identify or to find out it. By doing this research, the writer intends to find
out whether Teaching speaking by using Guessing games technique improves
speaking skill of Seventh grade students.
METHODS
In conducting this research, the researcher focuses on Classroom
Action Research. Kemmis’s and Mc. Taggart (1998) developed a simple model
of cyclical of the typical action research process. Each of cycle has four steps:
1) planning is we prepare the material that we will teach, making a lesson plan,
syllabus and make evaluation, then will examine it. 2) implementing/acting is
we teach the students based on our plan, the material and the method that we
are going to teach and give the evaluation as a result. 3).observing is we
observing the result of the acting, is it satisfied or not? and 4) reflecting is we
analize the weakness of the students.
In the first step, the researcher design the teaching strategy, the teaching
media; such some pictures (five pictures of thing in the classroom, five pictures
of vehicles, five pictures of animals and five pictures of profesions), the lesson
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plan, the students’ test, observation sheet and field note. The next steps, the
researcher as the teacher taught speaking by using guessing games technique
which using the work sheet to evaluate the result and using picture as a material
teaching. Reflecting on the action, the researcher analyzed the data to
determine whether or not to carry out the next cycle. The researcher stops the
cycle if the target of success used in this study has been achieved. The data is
collected through qualitative data which used observation sheet, field note,
giving test and Questionnaire.
The implementation of the teaching speaking by using guessing games
technique asks the students to do four steps as follow:
1. Review: this step included review the lesson which had been taught in
the class. That made students react fast for the lesson.
2. Teaching/learning: by using guessing games technique, the teacher
actively engages the students in the process of asking-answering
questions and identifying the objects in the pictures shown to find an
answer is expected. As an explanation, after divided students into 5
groups, if the teacher showed the picture to a student or a group leader
which the object is a pen, so that student must tell the clue to other
groups, then the students from other groups should be able to make some
of the questions. A group leader only answers yes or no to each of
questions are given. A student from a group limited only give two
questions then answer. If his or her answer is correct, his or her group
will get the point and his or her group leader will get turn to give the clue
of pictures that will give by the teacher. The group who can answer more
than other group is the winner. In one meeting, the teacher prepared 20
pictures. The example of activities as below :
A group leader
(from group 1)
: thing in the classroom
Student 1 (from group 2)
: for our study?
A group leader
: yes!
Student 1
: is it to write?
A group leader
: yes!
Student 1
: book?
A group leader
: no!
Student 2 (from group 3)
: is it has ink?
A group leader
: yes!
Student 2 (from group 3)
:pen?
A group leader
: yes!
3. Practice or rehearse: the teacher needs to tell the students
unpronouncable word and let them use a dictionary as a guide in making
sentences for asking questions and giving answers, so they are more
active in the learning process.
4. Evaluation: evaluation is the end stage of the teaching learning and
practice to competence sequence. Here, the students function in English
without any support from the teacher. The teacher would be able to see
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if the students could unhesitatingly demonstrate what had been taught
and practiced.
RESULT
In the first cycle, the implementation of the action was conducted in
one meeting ( 2 x 45 minutes), The researcher as the teacher gave pre-test at
the beginning of the topic: asking and giving information that related to one of
the pictures are given by the teacher. After this section had finished, the
researcher began the material about asking and giving information by using
guessing games technique. Then, the researcher as the teacher asked the
students to apply the guessing games in the class.
In this meeting, the situation was hot and funny. When the teacher gave
pre-test, some of the students were looked very sweat; they often requested to
permit to the toilet or ignored the command of the teacher, and they were easy
to use dictionary. From the total 35 students in the class only 10 students who
have the self confidence to practice dialogue in front of the class. When the
teacher asked them to apply guessing games technique, almost all of the
students were looked happy and active to use dictionary, but only 17 students
who gave and answer the questions each other. When the teacher gave posttest that is the teacher asked the students to create a dialogue by using askinggiving information and asked them to practice it in pairs in front of the class,
there were 20 students did it.
Based on the analysis of the students’ result on the test score in the first
cycle, it was found out that students’ mean score was not significant if it was
compared the criteria of the success based on the speaking scoring rubric. It
was caused by some of the student still have a lack of vocabulary. Moreover,
they did not focus on the test. Therefore, the next cycle was still needed to be
conducted by making some revision of the first cycle to improve the students’
speaking skill.
The second cycle conducted in one meeting. The preparation made in
the second cycle was not different from the first cycle. But, in this cycle the
teacher wanted the students to be more actively involved in doing and
accomplishing exercise. As done previous cycle, the material was presented
with checking the students’ attendance and asking their condition. And the
teacher persuades them to the spirit in starting the class activity. Next, the
teacher started giving some questions which have related to the material of
teaching. In while activity, the teacher gave the material and asked the students
difficulties in learning speaking such as the teacher helped the students about
the unpronounceable word and let them used the dictionary as a guide in
making sentences for asking questions and giving answers. The students
looked ambition in answering teacher’s questions and responded the command
of the teacher while followed the learning through playing guessing games. At
the end of the meeting, the teacher gave post-test that is the teacher asked the
students to create a dialogue by using asking-giving information and asked
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them to practice it in pairs in front of the class. At last, the teacher gave the
sheet of the questionnaire and asked the students to answer and collected it.
To see whether the application of guessing games technique in teaching
speaking improved students’ speaking skill or not, the researcher made the
reflection. The reflection was viewed from two aspects: the reflection on
teaching learning process and the reflection on students’ improvement in
speaking skill, the result of the test of each cycle. Based on the result of the
second test in cycle two was found that after being treated with the same
technique continuity, the teaching learning process became well and had the
improvement in students’ score. From the test given, the score of students in
the second cycle was higher than the first cycle. The field note concluded that
the activities in the second cycle were better than the first cycle. The
observation sheet showed that the focus of students in observation list of the
second cycle was higher than the first cycle. And the students more chose an
option: Agree as the result of the questionnaire, to know the students’ opinion
about the teaching speaking by using guessing games technique in
understanding the English-Speaking topic.
Table 1. Scoring Speaking Test
No
Indicator
Aspect / Score
1. Pronunciation
Easy to understand and have native speaker
accent / 5
Easy to understand and have not native speaker
accent / 4
Not clear and incorrect meaning / 3
Difficult to understand / 2
Wrong pronunciation / 1
2. Structure
No mistake / 5
Little mistake of structure /4
There is mistake but do not influence the
meaning / 3
Structure mistake is very bad / 2
Wrong structure / 1
3. Vocabulary
Using vocabulary or idiom like native speaker /
5
Using standard vocabulary / 4
Using improper vocabulary /3
Using much wrong vocabulary and hard to
understand / 2
Using wrong vocabulary and unconnected/ 1
An indicator of success describes as follow :
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1. If the means score of the students’ test was 60-79, it was categorized
well.
2. If the means score of the students’ test was 40-59, it was categorized
fair.
3. If the means score of the students’ test was 20-39, it was categorized
poorly.
4. If the means score of the students’ test was 0-19, it was categorized
very poorly.
5. If the average score of the students was 60 or more, it means that the
students get a good achievement in speaking skill.
Table 2. The students’ perception classification score criteria of the
questionnaire
No.
Option
Symbol
Positive
Negative
1. Strongly Agree
SA
4
0
2. Agree
A
3
1
3. Disagree
DA
1
3
4. Strongly Disagree
SD
0
4
DISCUSSION
Most of the Seventh grade students of SMP Negeri 4 Langsa ignored
speaking activities in the classroom because of many factors, such as the
students have difficulties to express their ideas in English since they have lack
of vocabulary, and they feel shy and nervous to speak English, they worry that
they will make mistakes and other students will laugh them. It is part of
teacher’s job to solve the students’ problem by using the suitable technique in
teaching English to get students’ interest, and it can be seen through students’
achievement score. By using guessing games technique in the teachinglearning process, the teacher can make a combination between language
practice and fun. It encourages the students to communicate in English with
their friends confidently, and so, it gives more opportunities to improve
speaking skill of Seventh grade students as the beginning learners who start to
learn English formally.
CONCLUSION
In this research, from the data collection; field note, observation sheet,
questionnaire and the test was given, a score of the students was higher and
better in the second cycle than the first cycle. It was indicated that the students’
achievement had increased after applying the technique. So, it was concluded
that teaching speaking by using guessing games technique improved the
speaking skill of Seventh grade students.
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REFERENCES
[1] Patricia, Richard-Amato, Making it Hsppened: Interaction in the The
Second Language Classroom, New York and London: Longman, 2008.
[2] Adrian, 2004, Metode Mengajar Berdasarkan Tipologi Belajar Siswa,
(online) Tersedia: http://www.artikel.us_art05-65 html (18 Maret 2006).
[3] Klippel, Frederiko, Keep Talking, USA: Cambridge University press,
1994.
[4] Betteridge, David, and Buckby, Michael, Games for Language Learning,
New Edition, Sidney: Cambridge University press, 1990.
[5] Kemmist, S, and Mc Taggart, R, The Action Research Planner (3rded),
Geelong, Victoria: Deakin University Press, 1998.
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