Pub Date : 2020-05-28DOI: 10.18326/rgt.v13i1.77-98
Harisa Mardiana
The author's interest is to investigate the lecturers' attitudes towards online teaching in the learning process which is the teaching for the 21st-century learning process and to seek the relationship among lecturers’ attitudes, online teaching and learning process. The problem is many lecturers in Tangerang City area are afraid of using technology and some of them are stuttered and technology illiterate. The lecturers still prefer face to face learning in the class more campuses have provided Moodle as a platform of learning. With the circumstances of Coronavirus, the learning has moved to e-learning. In this research, the author used a mixed-method and the number of respondents was 104, data collection was obtained from questionnaires sent via Google Form and distributed through WhatsApp to the lecturers in Tangerang City area. Data is translated into frequency and regression linear. The result showed that 73 lecturers change them toward e-learning and remain 27 lectures had difficulty in teaching online and preferred traditional learning. Keywords: Lecturers' attitudes, online teaching, and learning process
{"title":"Lecturers’ Attitudes towards Online Teaching in the Learning Process","authors":"Harisa Mardiana","doi":"10.18326/rgt.v13i1.77-98","DOIUrl":"https://doi.org/10.18326/rgt.v13i1.77-98","url":null,"abstract":"The author's interest is to investigate the lecturers' attitudes towards online teaching in the learning process which is the teaching for the 21st-century learning process and to seek the relationship among lecturers’ attitudes, online teaching and learning process. The problem is many lecturers in Tangerang City area are afraid of using technology and some of them are stuttered and technology illiterate. The lecturers still prefer face to face learning in the class more campuses have provided Moodle as a platform of learning. With the circumstances of Coronavirus, the learning has moved to e-learning. In this research, the author used a mixed-method and the number of respondents was 104, data collection was obtained from questionnaires sent via Google Form and distributed through WhatsApp to the lecturers in Tangerang City area. Data is translated into frequency and regression linear. The result showed that 73 lecturers change them toward e-learning and remain 27 lectures had difficulty in teaching online and preferred traditional learning. Keywords: Lecturers' attitudes, online teaching, and learning process","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44802749","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 : 2020-05-28DOI: 10.18326/rgt.v13i1.49-76
Arief Eko Priyo Atmojo, Arif Nugroho
In view of the COVID-19 pandemic and government policy to carry out online learning, the present research is aimed at investigating how EFL teachers carry out online EFL learning and its challenges. 16 EFL teachers volunteered to participate in this research through invitation. The EFL teachers were requested to make written reflections regarding their practices in carrying out online EFL learning and the challenges they encounter. Five of them were involved in a follow-up interview individually. Semi-structured interview was administered. Data coding was done and appropriate extracts were informed in results section. To validate the data, data coding was done independently by both researchers, continued by several cycles of discussion. As results, the EFL teachers have carried out online learning through a series of activities ranging from checking the students’ attendance to giving score on the students’ works synchronously or asynchronously depending on each school policy. Various applications and platforms ranging from learning management system to additional resource are employed. However, many problems emerge from the students, the teachers, and the students’ parents along with the valid reasons. Therefore, the online learning does not run well since it lacks of preparation and planning. Implications for better online learning are discussed. Future prospective researches are directed and encouraged. Keywords: COVID-19, EFL teachers, online EFL learning, technology enhanced language learning, technology in language learning.
{"title":"EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia","authors":"Arief Eko Priyo Atmojo, Arif Nugroho","doi":"10.18326/rgt.v13i1.49-76","DOIUrl":"https://doi.org/10.18326/rgt.v13i1.49-76","url":null,"abstract":"In view of the COVID-19 pandemic and government policy to carry out online learning, the present research is aimed at investigating how EFL teachers carry out online EFL learning and its challenges. 16 EFL teachers volunteered to participate in this research through invitation. The EFL teachers were requested to make written reflections regarding their practices in carrying out online EFL learning and the challenges they encounter. Five of them were involved in a follow-up interview individually. Semi-structured interview was administered. Data coding was done and appropriate extracts were informed in results section. To validate the data, data coding was done independently by both researchers, continued by several cycles of discussion. As results, the EFL teachers have carried out online learning through a series of activities ranging from checking the students’ attendance to giving score on the students’ works synchronously or asynchronously depending on each school policy. Various applications and platforms ranging from learning management system to additional resource are employed. However, many problems emerge from the students, the teachers, and the students’ parents along with the valid reasons. Therefore, the online learning does not run well since it lacks of preparation and planning. Implications for better online learning are discussed. Future prospective researches are directed and encouraged. Keywords: COVID-19, EFL teachers, online EFL learning, technology enhanced language learning, technology in language learning.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49433609","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 : 2019-11-27DOI: 10.18326/rgt.v12i2.181-205
Arina Isti'anah
ABSTRACT Language is regarded as a tool to present the ideologies of its users, including how media portray particular issue in their headlines. Rohingya has gained much attention by media, including South-East Asian newspapers. The massive clearing done by Myanmar government triggers the attention of media. Headlines are regarded as the important element of news since their jobs are to attract the readers and frame the ideologies of the readers as well as the media themselves. This paper attempts at discussing how South-East Asian media present Rohingya in their headlines. Five newspapers were involved: The Jakarta Post from Indonesia, Malaysia Kini from Malaysia, Mmtimes from Myanmar, The Nation from Thailand, and Daily Star from Bangladesh, taken during 2017. The analysis was focused on the choice of Theme in the headlines as it is the departing message of the headlines. The approach conducted was Critical Discourse Analysis utilizing the textual function of language offered by Halliday. The analysis revealed that South-East Asian media had similarities and differences in portraying Rohingya issue. The similarities were seen from the reflected ideologies, responsibility and blame, and the types of employed Themes. The difference was found in the way each media portrayed the ideologies. However, all media agreed to show their responsibility to end and solve Rohingya crisis to achieve peace and harmony amongst South-East countries. Keywords: headlines, critical discourse analysis, Rohingya
{"title":"Themes in South-East Asian Newspaper Headlines on Rohingya Issue: Critical Discourse Analysis","authors":"Arina Isti'anah","doi":"10.18326/rgt.v12i2.181-205","DOIUrl":"https://doi.org/10.18326/rgt.v12i2.181-205","url":null,"abstract":"ABSTRACT Language is regarded as a tool to present the ideologies of its users, including how media portray particular issue in their headlines. Rohingya has gained much attention by media, including South-East Asian newspapers. The massive clearing done by Myanmar government triggers the attention of media. Headlines are regarded as the important element of news since their jobs are to attract the readers and frame the ideologies of the readers as well as the media themselves. This paper attempts at discussing how South-East Asian media present Rohingya in their headlines. Five newspapers were involved: The Jakarta Post from Indonesia, Malaysia Kini from Malaysia, Mmtimes from Myanmar, The Nation from Thailand, and Daily Star from Bangladesh, taken during 2017. The analysis was focused on the choice of Theme in the headlines as it is the departing message of the headlines. The approach conducted was Critical Discourse Analysis utilizing the textual function of language offered by Halliday. The analysis revealed that South-East Asian media had similarities and differences in portraying Rohingya issue. The similarities were seen from the reflected ideologies, responsibility and blame, and the types of employed Themes. The difference was found in the way each media portrayed the ideologies. However, all media agreed to show their responsibility to end and solve Rohingya crisis to achieve peace and harmony amongst South-East countries. Keywords: headlines, critical discourse analysis, Rohingya","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46870504","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 : 2019-11-27DOI: 10.18326/rgt.v12i2.126-156
Somariah Fitriani
Learning a dual language at the same time during early childhood has caused the wrong perception. Its false perception makes the parents delay the start of learning a second /foreign language. Therefore, This study aims at analyzing the first and second language acquisition of a child in the Indonesian Language and English. The issues concentrated on the spoken utterances in Indonesian and English and its affecting factors. The research adopted a qualitative approach by using a case study, as the unit analysis is a child of 3 years old. For data collection, I employed The naturalistic approach, which I kept daily notes on the progress of a child’s linguistic and recorded the dialogues. Since it is a longitudinal study, the research was conducted for two years, from 2014 to 2015. The research has revealed that utterances spoken have primarily increased and the child has already understood the commands by following the instructions. Some concepts such as feeling, taste, color, and numbers as well as short phrases and simple words in Indonesian and English at the same time can be understood and uttered. She also can change the affirmative sentence to question in term of objects she sees in her surrounding. Factors such as linguistic inputs, imitation, environment, and significant others as exposure, and language acquisition device affect a child utterance. Thus, it indicates that two languages can be taught at the same time at an early age, and it doesn’t cause misunderstanding or confusion utterance, language acquisition, exposure, L1 and L2
{"title":"A Child Language Acquisition in Indonesian and English Language: A Longitudinal case study","authors":"Somariah Fitriani","doi":"10.18326/rgt.v12i2.126-156","DOIUrl":"https://doi.org/10.18326/rgt.v12i2.126-156","url":null,"abstract":"Learning a dual language at the same time during early childhood has caused the wrong perception. Its false perception makes the parents delay the start of learning a second /foreign language. Therefore, This study aims at analyzing the first and second language acquisition of a child in the Indonesian Language and English. The issues concentrated on the spoken utterances in Indonesian and English and its affecting factors. The research adopted a qualitative approach by using a case study, as the unit analysis is a child of 3 years old. For data collection, I employed The naturalistic approach, which I kept daily notes on the progress of a child’s linguistic and recorded the dialogues. Since it is a longitudinal study, the research was conducted for two years, from 2014 to 2015. The research has revealed that utterances spoken have primarily increased and the child has already understood the commands by following the instructions. Some concepts such as feeling, taste, color, and numbers as well as short phrases and simple words in Indonesian and English at the same time can be understood and uttered. She also can change the affirmative sentence to question in term of objects she sees in her surrounding. Factors such as linguistic inputs, imitation, environment, and significant others as exposure, and language acquisition device affect a child utterance. Thus, it indicates that two languages can be taught at the same time at an early age, and it doesn’t cause misunderstanding or confusion utterance, language acquisition, exposure, L1 and L2","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46378793","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 : 2019-11-27DOI: 10.18326/rgt.v12i2.100-125
A. Ghajarieh, Nastaran Jalali, M. Mozaheb
This study investigates the classroom talk of Iranian EFL novice versus experienced teachers with emphasis on the quality of communicative features through a linguistic lens provided by the SETT (Self-Evaluation of Teacher Talk) framework and TTFS (Teacher Talk Functional Scale) checklist. In so doing, 10 intermediate-level classrooms running by five novice and five experienced teachers were observed, each case twice. Eight distinctive communicative features of TT emerged upon the initial analysis of database obtained from the audio-recordings of 20 class sessions, totaling 30 hours of naturally generated input. Subsequently, the audio-recorded materials were carefully transcribed and analyzed in correspondence with the observation data in an attempt to compare how novice and experienced teachers present their talk. The results indicated both novice and experienced teachers enact communicative aspects of classroom talk; however, the quality of presentation in the case of the experienced group was far better. This in turn highlights the importance of raising awareness regarding TT features in teacher training courses. New communicative aspects of teacher talk highlighted in this study, including the use of L1 and language gradation, would help define new research paths exploring the classroom discourse. Further research inspired by this study needs to explore other aspects of teacher-student interaction s in various educational settings. Keywords: classroom talk, teacher talk, discourse, novice teachers, teacher education
{"title":"An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers","authors":"A. Ghajarieh, Nastaran Jalali, M. Mozaheb","doi":"10.18326/rgt.v12i2.100-125","DOIUrl":"https://doi.org/10.18326/rgt.v12i2.100-125","url":null,"abstract":"This study investigates the classroom talk of Iranian EFL novice versus experienced teachers with emphasis on the quality of communicative features through a linguistic lens provided by the SETT (Self-Evaluation of Teacher Talk) framework and TTFS (Teacher Talk Functional Scale) checklist. In so doing, 10 intermediate-level classrooms running by five novice and five experienced teachers were observed, each case twice. Eight distinctive communicative features of TT emerged upon the initial analysis of database obtained from the audio-recordings of 20 class sessions, totaling 30 hours of naturally generated input. Subsequently, the audio-recorded materials were carefully transcribed and analyzed in correspondence with the observation data in an attempt to compare how novice and experienced teachers present their talk. The results indicated both novice and experienced teachers enact communicative aspects of classroom talk; however, the quality of presentation in the case of the experienced group was far better. This in turn highlights the importance of raising awareness regarding TT features in teacher training courses. New communicative aspects of teacher talk highlighted in this study, including the use of L1 and language gradation, would help define new research paths exploring the classroom discourse. Further research inspired by this study needs to explore other aspects of teacher-student interaction s in various educational settings. Keywords: classroom talk, teacher talk, discourse, novice teachers, teacher education","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44050484","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 : 2019-11-27DOI: 10.18326/rgt.v12i2.262-293
C. Manara
ABSTRACT This article reports one part of a larger study, exploring the global and local English needs in nine secondary level schools in several Indonesian contexts (i.e. Sumatera, Sulawesi, and East Nusa Tenggara). The study investigates: 1) teachers and students perceived understanding of the existence of English in their local contexts; 2) opinions of their current local and global needs of English in today’s globalized era; and 3) their opinion on the teaching and learning of English. Data were collected from questionnaires and interviews. The results show that students in different contexts have slightly different views and perceptions of English use and how it needs to be learned and taught for their current and future needs of English. Although slightly different in their perceptions of needs, there seems to be a coordinated understanding of English needs between the students and teachers. The findings also indicate that there is a growing awareness of the need to teach the communicative aspects of English in relation to students’ activities online. Therefore, the teaching of English needs to be conducted by providing more English exposure, integrating blended learning, adopting English for Specific Purposes approach, and teaching pragmatics knowledge and intercultural skills.
{"title":"The Global local planes of English needs in Indonesian contexts","authors":"C. Manara","doi":"10.18326/rgt.v12i2.262-293","DOIUrl":"https://doi.org/10.18326/rgt.v12i2.262-293","url":null,"abstract":"ABSTRACT This article reports one part of a larger study, exploring the global and local English needs in nine secondary level schools in several Indonesian contexts (i.e. Sumatera, Sulawesi, and East Nusa Tenggara). The study investigates: 1) teachers and students perceived understanding of the existence of English in their local contexts; 2) opinions of their current local and global needs of English in today’s globalized era; and 3) their opinion on the teaching and learning of English. Data were collected from questionnaires and interviews. The results show that students in different contexts have slightly different views and perceptions of English use and how it needs to be learned and taught for their current and future needs of English. Although slightly different in their perceptions of needs, there seems to be a coordinated understanding of English needs between the students and teachers. The findings also indicate that there is a growing awareness of the need to teach the communicative aspects of English in relation to students’ activities online. Therefore, the teaching of English needs to be conducted by providing more English exposure, integrating blended learning, adopting English for Specific Purposes approach, and teaching pragmatics knowledge and intercultural skills.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44594810","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 : 2019-11-27DOI: 10.18326/rgt.v12i2.157-180
Haerazi Haerazi, Rully May Vikasari, Zukhairatunniswah Prayati
ABSTRACT This study investigated the use of the scientific-based approach in the ELT class to solve students' learning problems. Those problems are students' difficulties to complete their learning tasks, lack of vocabularies to complete reading tasks, lack of grammatical competence, afraid of proposing questions, afraid of speaking, and difficulties to complete the listening tasks. These caused students to have low achievement and inactive classroom interaction. The study was aimed at improving students' achievement and classroom interaction of 8 th -grade students of SMPN 4 Praya, Central Lombok, West Nusa Tenggara. This study was classroom action research. The procedure of actions included two steps, namely the reconnaissance and the action. The reconnaissance presented the students' learning problems and the action consisted of four stages, namely planning, implementing, evaluating, and reflecting. The research instruments of this study used observation sheets, a questionnaire, and a test. The collected data were analyzed quantitatively and qualitatively. The result of this study showed that the use of the scientific-based approach was able to improve students' achievement and classroom interaction. The students' average score was 82.76. Each student' score was higher than the minimum passing grade (70). Meanwhile, the interaction classroom was active. It was supported by significant changes. Those changes were that students become more cooperative, active, and optimistic to complete reading tasks, listening tasks, speaking activities, and writing assignments in the form of group discussion. Keywords: Scientific-Based Approach, Achievement, Classroom Interaction
{"title":"The Use of Scientific-Based Approach in ELT Class to Improve Students’ Achievement and Classroom Interaction","authors":"Haerazi Haerazi, Rully May Vikasari, Zukhairatunniswah Prayati","doi":"10.18326/rgt.v12i2.157-180","DOIUrl":"https://doi.org/10.18326/rgt.v12i2.157-180","url":null,"abstract":"ABSTRACT This study investigated the use of the scientific-based approach in the ELT class to solve students' learning problems. Those problems are students' difficulties to complete their learning tasks, lack of vocabularies to complete reading tasks, lack of grammatical competence, afraid of proposing questions, afraid of speaking, and difficulties to complete the listening tasks. These caused students to have low achievement and inactive classroom interaction. The study was aimed at improving students' achievement and classroom interaction of 8 th -grade students of SMPN 4 Praya, Central Lombok, West Nusa Tenggara. This study was classroom action research. The procedure of actions included two steps, namely the reconnaissance and the action. The reconnaissance presented the students' learning problems and the action consisted of four stages, namely planning, implementing, evaluating, and reflecting. The research instruments of this study used observation sheets, a questionnaire, and a test. The collected data were analyzed quantitatively and qualitatively. The result of this study showed that the use of the scientific-based approach was able to improve students' achievement and classroom interaction. The students' average score was 82.76. Each student' score was higher than the minimum passing grade (70). Meanwhile, the interaction classroom was active. It was supported by significant changes. Those changes were that students become more cooperative, active, and optimistic to complete reading tasks, listening tasks, speaking activities, and writing assignments in the form of group discussion. Keywords: Scientific-Based Approach, Achievement, Classroom Interaction","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44722364","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 : 2019-11-27DOI: 10.18326/rgt.v12i2.206-234
A. Alek
Indonesia is the home to a vast array of cultures and many unique languages that are the mother tongues of these various islands and cultural groups. One of these is Bima language. Greeting systems and the address of personal names has long been a question of great interest in linguistic fields, especially sociolinguistic study. The main objective of the recent study was to answer some of the main issues as follows: (1) What are name variations in the greeting practices using in the Bima language? (2) How are the name variations applied in daily interactions of the Bima language? (3) Which syllables which are dominantly chosen in greeting terms? The results of my research will present the variations in the greeting system and address of personal names and their variety. Those variations are either at the beginning, the middle or the end of the syllables. However, none of the Bima people’s names begin with a consonant: “C, P, V, and X” as well as the vowel O.” it will also show that the variation of greeting practices and address of names applied in the daily interactions of the Bima language are different for men and women. The effort of maintaining the local style is essential to preserving and investigating as part of the national language because the position and function of the local languages are significant to the contribution and the progress and standardization of the national language. Keywords : Greeting practices, Bima language, and cultural significance
{"title":"The Cultural Significance in Greeting Practices in Belo Dialect of the Bima Language","authors":"A. Alek","doi":"10.18326/rgt.v12i2.206-234","DOIUrl":"https://doi.org/10.18326/rgt.v12i2.206-234","url":null,"abstract":"Indonesia is the home to a vast array of cultures and many unique languages that are the mother tongues of these various islands and cultural groups. One of these is Bima language. Greeting systems and the address of personal names has long been a question of great interest in linguistic fields, especially sociolinguistic study. The main objective of the recent study was to answer some of the main issues as follows: (1) What are name variations in the greeting practices using in the Bima language? (2) How are the name variations applied in daily interactions of the Bima language? (3) Which syllables which are dominantly chosen in greeting terms? The results of my research will present the variations in the greeting system and address of personal names and their variety. Those variations are either at the beginning, the middle or the end of the syllables. However, none of the Bima people’s names begin with a consonant: “C, P, V, and X” as well as the vowel O.” it will also show that the variation of greeting practices and address of names applied in the daily interactions of the Bima language are different for men and women. The effort of maintaining the local style is essential to preserving and investigating as part of the national language because the position and function of the local languages are significant to the contribution and the progress and standardization of the national language. Keywords : Greeting practices, Bima language, and cultural significance","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42522437","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 : 2019-11-27DOI: 10.18326/rgt.v12i2.294-311
Abdulkadir Abu Bakar Zailini
Linguistic aspect of language development is not an event that occur abruptly; rather, it pass through processes that take place gradually over time, in a stage by stage development. This paper dwells on linguistic issues on coinage and neologism arising in Hausa political programmes in the media, from the sociolinguistic perspective, which gave birth and rebirth of words/phrases meaning. New words/phrase are created, the existing ones are lexically and semantically expanded to accommodate new meanings in Hausa language usage. It observes and explains how some Hausa lexical items as well as sentences are used in the media political programmes in such a way that the language has new words and meanings; and instances of coinage and neologism in Hausa in the media are discussed.
{"title":"Coinage and Neologism in Hausa Political Programs: A Sociolinguistics Perspective","authors":"Abdulkadir Abu Bakar Zailini","doi":"10.18326/rgt.v12i2.294-311","DOIUrl":"https://doi.org/10.18326/rgt.v12i2.294-311","url":null,"abstract":"Linguistic aspect of language development is not an event that occur abruptly; rather, it pass through processes that take place gradually over time, in a stage by stage development. This paper dwells on linguistic issues on coinage and neologism arising in Hausa political programmes in the media, from the sociolinguistic perspective, which gave birth and rebirth of words/phrases meaning. New words/phrase are created, the existing ones are lexically and semantically expanded to accommodate new meanings in Hausa language usage. It observes and explains how some Hausa lexical items as well as sentences are used in the media political programmes in such a way that the language has new words and meanings; and instances of coinage and neologism in Hausa in the media are discussed.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45470996","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 : 2019-11-27DOI: 10.18326/rgt.v12i2.235-261
SF. Luthfie Arguby Purnomo, Khristianto Khristianto
This study proposes a procedural analysis on the implementation of ludic linguistics to analyze gaming language with wordplays, the core of focus in ludic linguistics, as the point of departure. To formulate the procedural analysis, theories of language play by Crystal ideology of influence and ludonarrative model by Aarseth, wordplay in gaming context by Paul, intended meaning level by Stiles, wordplay transmission by Winter-Froemel, game interface types by Stonehouse and indexical storytelling by Fernandez-Vara were applied as the theoretical foundation. To provide a vivid application of the proposed procedural analysis, wordplays appearing on game assets from Konami’s Metal Gear Solid, Metal Gear Solid 2: Sons of Liberty, and Metal Gear Solid 3: Snake Eater were taken as examples of analysis. The five steps procedure is able to show how wordplays in gaming context are designed as mechanical cues to help gamers complete the games and as narrative cues to help them comprehend the story. Further, this proposed procedure is able to indicate that the mechanical and narrative cues have particular ideology of influence, which affects gamers in reacting and responding to particular problems presented by the games. The result of this study discloses future research on the roles of wordplays in gaming context, signifying the importance of ludic linguistics as a bridge between language studies and game studies. Keywords: Wordplay; Gaming Language; Ludic Linguistics; Game Dtudies; Metal Gear Solid
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