Pub Date : 2022-03-22DOI: 10.18326/rgt.v15i1.147-162
E. Leiliyanti, Hazalia Zahra Munir, Wita Awaliyah
This text-oriented discourse analysis aims to evaluate and compare the language voiced by the two Islamic female clerics’ (Ustazah Aisah Dahlan and Mamah Dedeh) in their preaching as well as their stances towards the Discourse of Muslim Woman’s Body, Sexuality and Domestication posted on their affiliated Youtube accounts during this Covid-19 pandemic. The data (two video transcripts with the duration 09 minutes 04 seconds and 42 minutes and 54 seconds, respectively) were taken based on stratified purposeful sampling. Using transitivity system (ideational metafunction of language) postulated by M.A.K. Halliday(2014) and language evaluation theory (interpersonal metafunction of language) developed by Martin and White (2005), it was found that Aisah Dahlan’s preaching was dominated by attributive relational process and positive judgment in heteroglossic expressions to justify Muslim men’s attitudes and behaviors, whereas negative judgment in force expressions were deployed in discussing the Muslim woman’s body, sexuality, and domestication discourse. On the contrary, Mamah Dedeh’s preaching was dominated by the material process and positive judgement of sanction which indicates that husband and wife share equal responsibility in the household.Keywords: Ustazah, Text-Oriented Discourse Analysis, Muslim Woman’s Body, Islamic views on Sexuality, Domestication of woman, Transitivity analysis, appraisal analysis
这项以文本为导向的话语分析旨在评估和比较两位伊斯兰女神职人员(Ustazah Aisah Dahlan和Mamah Dedeh)在讲道中的语言，以及她们在新冠疫情期间在其Youtube账号上发布的关于穆斯林女性身体、性和驯化的话语的立场。采用分层有目的抽样法采集数据(视频文本2份，时长分别为09分04秒和42分54秒)。利用M.A.K. Halliday(2014)提出的及物性系统(语言的概念元功能)和Martin and White(2005)提出的语言评价理论(语言的人际元功能)，我们发现Aisah Dahlan的布道主要是由异语表达中的归因关系过程和积极判断主导的，以证明穆斯林男性的态度和行为是正当的。而在讨论穆斯林女性的身体、性和驯化话语时，则使用了武力表达中的消极判断。相反，Mamah Dedeh的说教以物质过程和制裁的积极判断为主导，表明丈夫和妻子在家庭中分担平等的责任。关键词:《乌斯塔扎》，文本导向话语分析，穆斯林女性身体，伊斯兰性观念，女性驯化，及物性分析，评价分析
{"title":"Islamic Female Clerics’ Preaching on the Discourse of Woman’s Body, Sexuality and Domestication: A Study through Transitivity and Appraisal Analysis","authors":"E. Leiliyanti, Hazalia Zahra Munir, Wita Awaliyah","doi":"10.18326/rgt.v15i1.147-162","DOIUrl":"https://doi.org/10.18326/rgt.v15i1.147-162","url":null,"abstract":"This text-oriented discourse analysis aims to evaluate and compare the language voiced by the two Islamic female clerics’ (Ustazah Aisah Dahlan and Mamah Dedeh) in their preaching as well as their stances towards the Discourse of Muslim Woman’s Body, Sexuality and Domestication posted on their affiliated Youtube accounts during this Covid-19 pandemic. The data (two video transcripts with the duration 09 minutes 04 seconds and 42 minutes and 54 seconds, respectively) were taken based on stratified purposeful sampling. Using transitivity system (ideational metafunction of language) postulated by M.A.K. Halliday(2014) and language evaluation theory (interpersonal metafunction of language) developed by Martin and White (2005), it was found that Aisah Dahlan’s preaching was dominated by attributive relational process and positive judgment in heteroglossic expressions to justify Muslim men’s attitudes and behaviors, whereas negative judgment in force expressions were deployed in discussing the Muslim woman’s body, sexuality, and domestication discourse. On the contrary, Mamah Dedeh’s preaching was dominated by the material process and positive judgement of sanction which indicates that husband and wife share equal responsibility in the household.Keywords: Ustazah, Text-Oriented Discourse Analysis, Muslim Woman’s Body, Islamic views on Sexuality, Domestication of woman, Transitivity analysis, appraisal analysis","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43920620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-16DOI: 10.18326/rgt.v15i1.126-146
J. Jumanto, Rahmanti Asmarani, Sarif Syamsu Rizal, Haryati Sulistyorini
This paper has explored the form, the meaning, and the function of the contraction AIN’T, with the corpus data retrieved from English-affiliated URLs or Websites (web-data), through interpretive techniques and a coding analysis. The utterance AIN’T belongs to non-standard or informal English, which represents or is derived from the forms AM NOT, IS NOT, ARE NOT, HAS NOT, HAVE NOT, DO NOT, DOES NOT, DID NOT, and the others. The meaning of AIN’T implies different aspects, i.e. informality, topic area, low social class, emphasis, and content. The utterance AIN’T is part of close language, or is used for close people for friendship or camaraderie. AIN’T belongs to informal utterances, as it is incomplete, shorter, cut-down (or contracted) from other forms. The utterance AIN’T should be taught academically in classrooms or other teaching and learning encounters as informal language with its various derived constructions, and students or learners should be made aware that AIN’T is part of close language which is used to close people for friendship or camaraderie within interpersonal or social context. Use of AIN’T to not close people or superiors or others in a formal situation may lead to a rude situation, and a probable disharmony entails. Keywords: pragmatics; politeness; camaraderie; informal English; AIN’T.
{"title":"The Pragmatics of AIN’T within Academic and Social Context","authors":"J. Jumanto, Rahmanti Asmarani, Sarif Syamsu Rizal, Haryati Sulistyorini","doi":"10.18326/rgt.v15i1.126-146","DOIUrl":"https://doi.org/10.18326/rgt.v15i1.126-146","url":null,"abstract":"This paper has explored the form, the meaning, and the function of the contraction AIN’T, with the corpus data retrieved from English-affiliated URLs or Websites (web-data), through interpretive techniques and a coding analysis. The utterance AIN’T belongs to non-standard or informal English, which represents or is derived from the forms AM NOT, IS NOT, ARE NOT, HAS NOT, HAVE NOT, DO NOT, DOES NOT, DID NOT, and the others. The meaning of AIN’T implies different aspects, i.e. informality, topic area, low social class, emphasis, and content. The utterance AIN’T is part of close language, or is used for close people for friendship or camaraderie. AIN’T belongs to informal utterances, as it is incomplete, shorter, cut-down (or contracted) from other forms. The utterance AIN’T should be taught academically in classrooms or other teaching and learning encounters as informal language with its various derived constructions, and students or learners should be made aware that AIN’T is part of close language which is used to close people for friendship or camaraderie within interpersonal or social context. Use of AIN’T to not close people or superiors or others in a formal situation may lead to a rude situation, and a probable disharmony entails. Keywords: pragmatics; politeness; camaraderie; informal English; AIN’T.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42606249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-10DOI: 10.18326/rgt.v15i1.109-125
R. Khan
The outbreak of COVID-19 has altered the way of language instruction. Vocabulary learning is an essential aspect of the language learning and teaching process that needs careful attention and consideration. Teaching vocabulary becomes more critical when learners cannot attend physical classes. The present study explores the impact of flashcards in learning vocabulary in an online context. The study adopted a quasi-experimental design to gather the data. The study was carried on two performed intact groups of intermediate-level learners. A vocabulary test was used to collect the data as pre and posttests. The intervention of the flashcards was continued for seven weeks. All the learners were informed about the process of the research. The result implies that the incorporation of flashcards impacted learners' vocabulary learning during online instruction. The data analysis asserts that flashcards have helped the experimental group to develop their vocabulary. The results indicate that flashcards are beneficial in the virtual learning environment. Keywords: Flashcards, EFL, Online learning, Vocabulary
{"title":"The use of Flashcards in teaching EFL vocabulary in online learning","authors":"R. Khan","doi":"10.18326/rgt.v15i1.109-125","DOIUrl":"https://doi.org/10.18326/rgt.v15i1.109-125","url":null,"abstract":"The outbreak of COVID-19 has altered the way of language instruction. Vocabulary learning is an essential aspect of the language learning and teaching process that needs careful attention and consideration. Teaching vocabulary becomes more critical when learners cannot attend physical classes. The present study explores the impact of flashcards in learning vocabulary in an online context. The study adopted a quasi-experimental design to gather the data. The study was carried on two performed intact groups of intermediate-level learners. A vocabulary test was used to collect the data as pre and posttests. The intervention of the flashcards was continued for seven weeks. All the learners were informed about the process of the research. The result implies that the incorporation of flashcards impacted learners' vocabulary learning during online instruction. The data analysis asserts that flashcards have helped the experimental group to develop their vocabulary. The results indicate that flashcards are beneficial in the virtual learning environment. Keywords: Flashcards, EFL, Online learning, Vocabulary","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49343604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.18326/rgt.v15i1.91-108
A. Lestarina, J. Nurkamto, N. Ngadiso
Technology is successfully integrated when technology makes learning effective, efficient, and creative. It cannot be denied that technology positively contributes to teaching and learning. Moreover, in the current pandemic conditions where the learning process must be carried out remotely, technology helps this teaching and learning process more accessible. The objective of the study is to see the EFL teachers’ beliefs and ICT integration practices during distance learning. This study investigates teachers' beliefs of ICT integration based on the current theory and situation. The researchers used a qualitative approach in this case study; three EFL teachers were interviewed and observed. The finding of the study is all EFL teachers had positive beliefs about ICT use for teaching and learning and student-centered belief orientation for pedagogical belief. One of three had low-self efficacy to utilize ICT. ICT was integrated for effective and efficient learning, which means teachers' level of ICT integration was Amplification based on the RAT (Replacement, Amplification, and Transformation) framework. However, overall, teachers' beliefs orientation were positive belief about ICT integration, high self-efficacy belief, student-centered belief. Still, they could not reach the high level of ICT integration linked to creativity in teaching. They also faced some barriers in integrating ICT, such as students' engagement and the learning in the distance still incomplete. They missed the motivation or stimulation stage for their students and the students' learning process was lack of speaking and listening enhancement activities. Additional research should address more people as data objects to corroborate research results.Keywords: ICT integration, RAT framework, Teachers' Beliefs, Self-efficacy beliefs, Pedagogical beliefs
当技术使学习变得有效、高效和有创造性时，技术就被成功地整合了。不可否认，技术对教与学有积极的贡献。此外，在目前大流行的情况下，学习过程必须远程进行，技术有助于这种教学和学习过程更容易获得。本研究的目的是了解英语教师在远程学习过程中的信念与ICT整合实践。本研究基于目前的理论和现状，调查了教师对ICT整合的信念。研究人员在本案例研究中使用了定性方法;对三名英语教师进行了访谈和观察。研究发现，所有英语教师对信息通信技术用于教学和学习具有积极的信念，对教学信念具有以学生为中心的信念取向。三分之一的受访者对利用资讯及通讯科技的自我效能感较低。整合ICT是为了有效和高效的学习，即教师的ICT整合水平是基于RAT (Replacement, Amplification, and Transformation)框架的Amplification。但总体而言，教师的信念取向为积极的ICT整合信念、高自我效能信念和以学生为中心的信念。尽管如此，他们仍无法达到与教学创造力相关的信息通信技术整合的高水平。他们在整合信息通信技术方面也面临一些障碍，如学生的参与和远程学习仍然不完整。他们错过了学生的激励或刺激阶段，学生的学习过程中缺乏口语和听力的增强活动。进一步的研究应将更多的人作为数据对象，以证实研究结果。关键词:ICT整合、RAT框架、教师信念、自我效能信念、教学信念
{"title":"EFL Teachers' Beliefs and ICT Integration Practices During Distance Learning: Employing Replacement, Amplification, and Transformation Framework","authors":"A. Lestarina, J. Nurkamto, N. Ngadiso","doi":"10.18326/rgt.v15i1.91-108","DOIUrl":"https://doi.org/10.18326/rgt.v15i1.91-108","url":null,"abstract":"Technology is successfully integrated when technology makes learning effective, efficient, and creative. It cannot be denied that technology positively contributes to teaching and learning. Moreover, in the current pandemic conditions where the learning process must be carried out remotely, technology helps this teaching and learning process more accessible. The objective of the study is to see the EFL teachers’ beliefs and ICT integration practices during distance learning. This study investigates teachers' beliefs of ICT integration based on the current theory and situation. The researchers used a qualitative approach in this case study; three EFL teachers were interviewed and observed. The finding of the study is all EFL teachers had positive beliefs about ICT use for teaching and learning and student-centered belief orientation for pedagogical belief. One of three had low-self efficacy to utilize ICT. ICT was integrated for effective and efficient learning, which means teachers' level of ICT integration was Amplification based on the RAT (Replacement, Amplification, and Transformation) framework. However, overall, teachers' beliefs orientation were positive belief about ICT integration, high self-efficacy belief, student-centered belief. Still, they could not reach the high level of ICT integration linked to creativity in teaching. They also faced some barriers in integrating ICT, such as students' engagement and the learning in the distance still incomplete. They missed the motivation or stimulation stage for their students and the students' learning process was lack of speaking and listening enhancement activities. Additional research should address more people as data objects to corroborate research results.Keywords: ICT integration, RAT framework, Teachers' Beliefs, Self-efficacy beliefs, Pedagogical beliefs ","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46954278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.18326/rgt.v15i1.64-90
Naumana Kanwal, M. Iqbal, Maria Mushtaq
Syntactic choices and complexity reduction make translation communicative for the readers. This paper underscores the syntactic choices as well as complexity reduction in Urdu translation of Punjab laws in English. The study focuses on legal communication in a minimalistic perspective. It draws upon the theory of minimalism proposed by Chomsky (1993), along with the three-stage model by Nida and Taber (1969). Data is analyzed by employing Burton’s (2021) clausal analysis. The legal data used for the research comprises Punjab laws in English and their Urdu translation. The findings reveal minimalism as a useful strategy in the translation process for reducing structure complexity and making the translation understandable to laypeople. The study is beneficial to English-Urdu translators since it instructs them on how to make their translations communicative, especially when dealing with legal texts. It is also useful for academics in the field of Translation Studies who are working on minimalist views.Keywords: minimalism, complexity reduction, legal translation, syntactic choices, communication
{"title":"Minimalist Perspective on Legal Communication: A Case Study of English to Urdu Translation of Punjab Laws","authors":"Naumana Kanwal, M. Iqbal, Maria Mushtaq","doi":"10.18326/rgt.v15i1.64-90","DOIUrl":"https://doi.org/10.18326/rgt.v15i1.64-90","url":null,"abstract":"Syntactic choices and complexity reduction make translation communicative for the readers. This paper underscores the syntactic choices as well as complexity reduction in Urdu translation of Punjab laws in English. The study focuses on legal communication in a minimalistic perspective. It draws upon the theory of minimalism proposed by Chomsky (1993), along with the three-stage model by Nida and Taber (1969). Data is analyzed by employing Burton’s (2021) clausal analysis. The legal data used for the research comprises Punjab laws in English and their Urdu translation. The findings reveal minimalism as a useful strategy in the translation process for reducing structure complexity and making the translation understandable to laypeople. The study is beneficial to English-Urdu translators since it instructs them on how to make their translations communicative, especially when dealing with legal texts. It is also useful for academics in the field of Translation Studies who are working on minimalist views.Keywords: minimalism, complexity reduction, legal translation, syntactic choices, communication ","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44504460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-15DOI: 10.18326/rgt.v15i1.42-63
M. Podoliak
Distant and blended learning are modern educational methodologies, gaining popularity among many teachers and students worldwide. These teaching methods became more popular owing to COVID 19 and quarantine measures in education. In this article, we set the aim to compare three methods of teaching a foreign language in the University: traditional (face-to-face), distant and blended, and determine which method yields the best results. The research lasted for one semester and consisted of the following stages: initial – the preparation for experiment; educational – the usage of the selected teaching method; final – collecting results and their analysis. The research results have demonstrated that the blended approach of language teaching proved to be more effective in both the results of the tests. Therefore, blended learning proved to be an effective way of teaching a foreign language in the University.Keywords: traditional learning, distant learning, blended learning, English language teaching.
{"title":"The Comparative Analysis of Face-To-Face, Distant, and Blended Learning in English Language Teaching","authors":"M. Podoliak","doi":"10.18326/rgt.v15i1.42-63","DOIUrl":"https://doi.org/10.18326/rgt.v15i1.42-63","url":null,"abstract":"Distant and blended learning are modern educational methodologies, gaining popularity among many teachers and students worldwide. These teaching methods became more popular owing to COVID 19 and quarantine measures in education. In this article, we set the aim to compare three methods of teaching a foreign language in the University: traditional (face-to-face), distant and blended, and determine which method yields the best results. The research lasted for one semester and consisted of the following stages: initial – the preparation for experiment; educational – the usage of the selected teaching method; final – collecting results and their analysis. The research results have demonstrated that the blended approach of language teaching proved to be more effective in both the results of the tests. Therefore, blended learning proved to be an effective way of teaching a foreign language in the University.Keywords: traditional learning, distant learning, blended learning, English language teaching. ","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44027579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the lockdowns caused by the COVID-19 pandemic, educational institutions had to make swift educational decisions such as emergency blended synchronous education without thoroughly scrutinizing its effects. This study explores the experiences of a group of seven EFL teachers of a blended learning model during the pandemic in Northern Cyprus higher education. The study adopted a qualitative design by interviewing seven teachers on their experiences during the pandemic, particularly focusing on a blended instructional mode of education over the fall academic semester in 2020. The study results reveal that the study participants employed various strategies to cope with the challenges ascribed to the blended mode of delivery. The study's findings offer some implications for second language teachers and the use of technology in second language education. Keywords: EFL teachers, challenges, emergency blended synchronous education, blended education
{"title":"An Exploration of EFL Teachers’ Challenges and Strategies during the Pandemic: A Case of Emergency Blended Synchronous Education","authors":"Mehmet Kanık, A. Hadizadeh","doi":"10.18326/rgt.v15i1.1-19","DOIUrl":"https://doi.org/10.18326/rgt.v15i1.1-19","url":null,"abstract":"With the lockdowns caused by the COVID-19 pandemic, educational institutions had to make swift educational decisions such as emergency blended synchronous education without thoroughly scrutinizing its effects. This study explores the experiences of a group of seven EFL teachers of a blended learning model during the pandemic in Northern Cyprus higher education. The study adopted a qualitative design by interviewing seven teachers on their experiences during the pandemic, particularly focusing on a blended instructional mode of education over the fall academic semester in 2020. The study results reveal that the study participants employed various strategies to cope with the challenges ascribed to the blended mode of delivery. The study's findings offer some implications for second language teachers and the use of technology in second language education. Keywords: EFL teachers, challenges, emergency blended synchronous education, blended education","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43910356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-28DOI: 10.18326/rgt.v15i1.20-41
Sayit Abdul Karim
The naming system in Bima tribe is unique and interesting to be investigated because the naming system distinguishes one individual name from others among the community. The purpose of the present study is to describe the Bimanese personal naming system in terms of its usage and naming behavior attributed to the Kempo community, one of the sub-districts within Dompu regency, Sumbawa Island, West Nusa Tenggara province. A qualitative study and descriptive analysis were employed to explain the Bimanese personal naming system, usage, and naming behavior. The naming system is related to the Semantic theory of personal names and references. The data were obtained from semi-structured interviews with some respondents in the Sub-district of Kempo. In addition, previous research findings and related documentation studies were used to support the data needed. The findings revealed that the naming system of Kempo community can be divided into four different ways, and they are varied in their usages. The naming system is unique as it distinguishes one individual name from others among the community and can be used as an instrument to manage their interpersonal relations among the community. Moreover, the Kemponese will recall their knowledge of someone's physical appearance, personal character, social relations, family background, life history records, and professions to easily recognize the person being talked.Keywords: Bimanese, community, personal naming system, usage, naming behavior
{"title":"Personal Naming System of Bima Tribe in West Nusa Tenggara: Usage and Naming Behaviour","authors":"Sayit Abdul Karim","doi":"10.18326/rgt.v15i1.20-41","DOIUrl":"https://doi.org/10.18326/rgt.v15i1.20-41","url":null,"abstract":"The naming system in Bima tribe is unique and interesting to be investigated because the naming system distinguishes one individual name from others among the community. The purpose of the present study is to describe the Bimanese personal naming system in terms of its usage and naming behavior attributed to the Kempo community, one of the sub-districts within Dompu regency, Sumbawa Island, West Nusa Tenggara province. A qualitative study and descriptive analysis were employed to explain the Bimanese personal naming system, usage, and naming behavior. The naming system is related to the Semantic theory of personal names and references. The data were obtained from semi-structured interviews with some respondents in the Sub-district of Kempo. In addition, previous research findings and related documentation studies were used to support the data needed. The findings revealed that the naming system of Kempo community can be divided into four different ways, and they are varied in their usages. The naming system is unique as it distinguishes one individual name from others among the community and can be used as an instrument to manage their interpersonal relations among the community. Moreover, the Kemponese will recall their knowledge of someone's physical appearance, personal character, social relations, family background, life history records, and professions to easily recognize the person being talked.Keywords: Bimanese, community, personal naming system, usage, naming behavior","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43784559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.18326/rgt.v14i2.301-316
Nurul Nikmah, C. Anwar
Teaching speaking to Indonesian EFL young learners is still problematic. It happens not only because English is not used in daily activities but also the government’s regulation to some extent does not support that. This qualitative study aims to describe the problems faced by EFL students in the learning of English speaking with teachers’ perspectives. The samples of this research were three teachers from three different elementary schools in Jepara, Central Java, Indonesia. The data were collected by using questionnaire, interview, and classroom observation. The data were then analyzed by 1) memoing or transcribing the interview data, reading them to make notes and finding the most important information that might be useful for the study, 2) describing the data to find complete explanation of context, setting, and interactions of participants, 3) classifying data—to break down the obtained result and put it into categories, and 4) interpreting the data to find the meanings of the data by connecting the findings with previous studies, personal experience, and expert advice to find the best result. The result showed that EFL students’ problems in the learning of English speaking came from some factors. They are 1) Native language, 2) Age, 3) Exposure, and 4) Motivation, and 5) Learners’ Autonomy. Keywords: speaking, Indonesian EFL students, young learners
{"title":"EFL Young Learners’ Problems Encountered in the Learning of English Speaking: Teachers’ Perspectives","authors":"Nurul Nikmah, C. Anwar","doi":"10.18326/rgt.v14i2.301-316","DOIUrl":"https://doi.org/10.18326/rgt.v14i2.301-316","url":null,"abstract":"Teaching speaking to Indonesian EFL young learners is still problematic. It happens not only because English is not used in daily activities but also the government’s regulation to some extent does not support that. This qualitative study aims to describe the problems faced by EFL students in the learning of English speaking with teachers’ perspectives. The samples of this research were three teachers from three different elementary schools in Jepara, Central Java, Indonesia. The data were collected by using questionnaire, interview, and classroom observation. The data were then analyzed by 1) memoing or transcribing the interview data, reading them to make notes and finding the most important information that might be useful for the study, 2) describing the data to find complete explanation of context, setting, and interactions of participants, 3) classifying data—to break down the obtained result and put it into categories, and 4) interpreting the data to find the meanings of the data by connecting the findings with previous studies, personal experience, and expert advice to find the best result. The result showed that EFL students’ problems in the learning of English speaking came from some factors. They are 1) Native language, 2) Age, 3) Exposure, and 4) Motivation, and 5) Learners’ Autonomy. Keywords: speaking, Indonesian EFL students, young learners","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45856086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.18326/rgt.v14i2.203-224
Dedy Yulianto,Endang Setyaningsih,Sumardi Sumardi
While the use of e-learning has been around for decades, the global pandemic increased the number of investigations on e-learning exponentially. Earlier studies have given useful insights into the benefits/ impacts of e-learning. However, students’ acceptance of technology within the context of emergency EFL remote teaching is still under-researched. A qualitative study framed within the General Extended Technology Acceptance Model for E-Learning (GETAMEL) aims to shed light on the students’ acceptance of technology during pandemics based on their perceived experience. It reports the challenges, opportunities of e-learning, and projections on future use based on the current experience. To collect the data, a questionnaire consisting of open and closed questions was distributed to 89 participants. In-depth interviews were conducted with focal respondents after gaining their consent. The data were then analyzed using the interactive model of data analysis. This study reveals that regardless of the negative experiences and challenges in the use of technology in e-learning, the students held positive perspectives and saw opportunities to use technology during the COVID-19 pandemic. They projected their future practice using the technology. These indicate that the students well accept the use of technology in the e-learning context. The study concluded that using e-learning during a pandemic is the ideal way to continue learning. However, given the challenges that students face, some changes in the implementation of distance learning are still needed. Additional studies should address GETAMEL on EFL teachers in an Indonesian school, so we know about the acceptance of e-learning by in-service teachers.Keywords: COVID-19, EFL students, e-learning, GETAMEL, higher education
{"title":"EFL Students’ Interpretations of E-Learning during COVID-19 using GETAMEL: Indonesian Higher Education Context","authors":"Dedy Yulianto,Endang Setyaningsih,Sumardi Sumardi","doi":"10.18326/rgt.v14i2.203-224","DOIUrl":"https://doi.org/10.18326/rgt.v14i2.203-224","url":null,"abstract":"While the use of e-learning has been around for decades, the global pandemic increased the number of investigations on e-learning exponentially. Earlier studies have given useful insights into the benefits/ impacts of e-learning. However, students’ acceptance of technology within the context of emergency EFL remote teaching is still under-researched. A qualitative study framed within the General Extended Technology Acceptance Model for E-Learning (GETAMEL) aims to shed light on the students’ acceptance of technology during pandemics based on their perceived experience. It reports the challenges, opportunities of e-learning, and projections on future use based on the current experience. To collect the data, a questionnaire consisting of open and closed questions was distributed to 89 participants. In-depth interviews were conducted with focal respondents after gaining their consent. The data were then analyzed using the interactive model of data analysis. This study reveals that regardless of the negative experiences and challenges in the use of technology in e-learning, the students held positive perspectives and saw opportunities to use technology during the COVID-19 pandemic. They projected their future practice using the technology. These indicate that the students well accept the use of technology in the e-learning context. The study concluded that using e-learning during a pandemic is the ideal way to continue learning. However, given the challenges that students face, some changes in the implementation of distance learning are still needed. Additional studies should address GETAMEL on EFL teachers in an Indonesian school, so we know about the acceptance of e-learning by in-service teachers.Keywords: COVID-19, EFL students, e-learning, GETAMEL, higher education","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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