Pub Date : 2019-09-03DOI: 10.30605/25409190.v6.59-71
Loubna Haddi
Arabic poetry has long taken precedence over other literary forms. It is the oldest form of literature known in the Arabic language, dating back to year 400 A.D. In the context of translation, poetry poses a few daunting hurdles in attempting to reach equally metaphorical meanings in the target language. This article seeks to illustrate the cultural problems witnessed in translating culture-bound metaphor. For this purpose, poetry by prominent Arab poet Nizar Qabbani is the main reference and the selected case study in the article for the poet’s place and contribution in Arabic poetry. The theoretical framework adopts two translation models— Newmark’s Semantic Translation and Den Broeck’s literal, paraphrase and substitution. In addition to illustrating difficulties emanating from translating culture-bound metaphor, the article will present a comparative analysis of two translations of one poetic text, thereby hopefully serving as a valuable contribution to the area of cultural metaphor translation by providing a range of translation possibilities starting from Dynamic Equivalence or idiomatic translation and continuing through literal and semantic translations. In doing so, the article has tackled strategies in the field of cultural metaphor translation, which will hopefully lead to further research.
{"title":"Tackling Difficulties in Translating Culture-bound Metaphor in Nizar Qabbani’s Poetry: A Comparative Study","authors":"Loubna Haddi","doi":"10.30605/25409190.v6.59-71","DOIUrl":"https://doi.org/10.30605/25409190.v6.59-71","url":null,"abstract":"Arabic poetry has long taken precedence over other literary forms. It is the oldest form of literature known in the Arabic language, dating back to year 400 A.D. In the context of translation, poetry poses a few daunting hurdles in attempting to reach equally metaphorical meanings in the target language. This article seeks to illustrate the cultural problems witnessed in translating culture-bound metaphor. For this purpose, poetry by prominent Arab poet Nizar Qabbani is the main reference and the selected case study in the article for the poet’s place and contribution in Arabic poetry. The theoretical framework adopts two translation models— Newmark’s Semantic Translation and Den Broeck’s literal, paraphrase and substitution. In addition to illustrating difficulties emanating from translating culture-bound metaphor, the article will present a comparative analysis of two translations of one poetic text, thereby hopefully serving as a valuable contribution to the area of cultural metaphor translation by providing a range of translation possibilities starting from Dynamic Equivalence or idiomatic translation and continuing through literal and semantic translations. In doing so, the article has tackled strategies in the field of cultural metaphor translation, which will hopefully lead to further research.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49255426","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 : 2019-09-03DOI: 10.30605/25409190.v6.98-116
G. Nesrine, L. Sara, Sabah Belhadi
Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smart phones, tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer mediated communication modes and devices, it is noticed that people still lack vocabulary in the English language. Therefore, this research intends to investigate Facebook use as a shared online space to learn vocabulary in English language. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of facebook users: a questionnaire and an experiment. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training on some strategies. Hence, Facebook proved to be not only a source of entertainment, but also an effective informal learning tool of English vocabulary.
{"title":"Computer Mediated Communication and Vocabulary Learning: The Case of Facebook","authors":"G. Nesrine, L. Sara, Sabah Belhadi","doi":"10.30605/25409190.v6.98-116","DOIUrl":"https://doi.org/10.30605/25409190.v6.98-116","url":null,"abstract":"Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smart phones, tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer mediated communication modes and devices, it is noticed that people still lack vocabulary in the English language. Therefore, this research intends to investigate Facebook use as a shared online space to learn vocabulary in English language. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of facebook users: a questionnaire and an experiment. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training on some strategies. Hence, Facebook proved to be not only a source of entertainment, but also an effective informal learning tool of English vocabulary.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41413832","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 : 2019-09-03DOI: 10.30605/25409190.v6.72-85
Nikmah Sistia Eka Putri, B. Pratolo, F. Setiani
This study investigates the current practices and challenges of alternative assessment for the teachers. While oral competence remains a productive skill in learning language process, the concept of alternative assessment or teacher-made assessment (classroom assessment) is another more authentic method of assessments which is different from the traditional ones. This study involved two EFL teachers who had more than five years teaching experience and used to give alternative assessment practice in the same Islamic Boarding School (IBS). An in-depth semi-structured interview and class observation was conducted with these two key aims: (1) to describe how English teachers are currently using alternative assessment practices on EFL students’ oral competence; and (2) to describe the difficulties faced by English teachers in implementing alternative assessment on EFL students’ oral competence. The results revealed that English Teacher in IBS has widely employed several methods such as peer assessment in collaborative work, and class students’ observation. In applying alternative assessment strategies, the teachers focused on oral skills which used many group activities and gave authentic materials as topic. The teachers increased the students’ involvement by giving activities such as role-play, assigning them to memorize short dialogue, drama, conversation, and presentation. The teachers also collected students’ notebooks as additional scores, raised students’ cases or problems to solve, and shared the components that would be assessed. The teachers gave some recommendations in order to use oral presentation to stimulate students’ oral competencies in their class and evaluate or control students to practice English outside of the classrooms as well. English teachers also faced several difficulties in implementing alternative assessment on EFL students’ oral competence, such as students’ lack of vocabulary, students’ weak of pronunciation and grammar which makes the students less confidence and motivation, and some slow-learners. In addition, teachers also had limited time to assess all student competencies.
{"title":"The Alternative Assessment of EFL Students’ Oral Competence: Practices and Constraints","authors":"Nikmah Sistia Eka Putri, B. Pratolo, F. Setiani","doi":"10.30605/25409190.v6.72-85","DOIUrl":"https://doi.org/10.30605/25409190.v6.72-85","url":null,"abstract":"This study investigates the current practices and challenges of alternative assessment for the teachers. While oral competence remains a productive skill in learning language process, the concept of alternative assessment or teacher-made assessment (classroom assessment) is another more authentic method of assessments which is different from the traditional ones. This study involved two EFL teachers who had more than five years teaching experience and used to give alternative assessment practice in the same Islamic Boarding School (IBS). An in-depth semi-structured interview and class observation was conducted with these two key aims: (1) to describe how English teachers are currently using alternative assessment practices on EFL students’ oral competence; and (2) to describe the difficulties faced by English teachers in implementing alternative assessment on EFL students’ oral competence. The results revealed that English Teacher in IBS has widely employed several methods such as peer assessment in collaborative work, and class students’ observation. In applying alternative assessment strategies, the teachers focused on oral skills which used many group activities and gave authentic materials as topic. The teachers increased the students’ involvement by giving activities such as role-play, assigning them to memorize short dialogue, drama, conversation, and presentation. The teachers also collected students’ notebooks as additional scores, raised students’ cases or problems to solve, and shared the components that would be assessed. The teachers gave some recommendations in order to use oral presentation to stimulate students’ oral competencies in their class and evaluate or control students to practice English outside of the classrooms as well. English teachers also faced several difficulties in implementing alternative assessment on EFL students’ oral competence, such as students’ lack of vocabulary, students’ weak of pronunciation and grammar which makes the students less confidence and motivation, and some slow-learners. In addition, teachers also had limited time to assess all student competencies.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45672874","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 : 2019-03-04DOI: 10.30605/ETHICALLINGUA.V6I1.1170
Sri Damayanti
Previous studies have shown that the implementation of Lesson Study can give a good impact on both teachers and students. Lesson Study can help them binding up as a Learning Community in order to improve their self-development in teaching and learning. In addition, teachers and students prefer Lesson Study to be a sustainable activity in school. However, although Lesson Study has given a positive value on its practices, it does not mean that there are no challenges. The main purpose of this study is trying to reveal the challenges faced by the model teacher while implementing of Lesson Study practices. This study was a descriptive study, where the data were collected by interviewing 11 model teachers who teach in four different schools. The interview is given after conducting Lesson Study practices that cover three phases: PLAN, DO and SEE. The findings reveal that most of the model teachers faced challenges in PLAN phase and DO phase. In PLAN phase, model teachers stated that they find it difficult to develop Chapter Design because they did not understand well how to put their idea. They also find it difficult to adapt what they have written in Chapter Design and their activity when doing Open Class. In DO phase, most of model teachers stated that basically Lesson Study has a big impact in increasing their students’ understanding about learning materials, but the students were not active enough in the teaching and learning process. It means that the model teachers have to do a bigger effort to make their students more active in the classroom activities.
{"title":"The Challenges Faced by the Model Teachers in Implementing Lesson Study","authors":"Sri Damayanti","doi":"10.30605/ETHICALLINGUA.V6I1.1170","DOIUrl":"https://doi.org/10.30605/ETHICALLINGUA.V6I1.1170","url":null,"abstract":"Previous studies have shown that the implementation of Lesson Study can give a good impact on both teachers and students. Lesson Study can help them binding up as a Learning Community in order to improve their self-development in teaching and learning. In addition, teachers and students prefer Lesson Study to be a sustainable activity in school. However, although Lesson Study has given a positive value on its practices, it does not mean that there are no challenges. The main purpose of this study is trying to reveal the challenges faced by the model teacher while implementing of Lesson Study practices. This study was a descriptive study, where the data were collected by interviewing 11 model teachers who teach in four different schools. The interview is given after conducting Lesson Study practices that cover three phases: PLAN, DO and SEE. The findings reveal that most of the model teachers faced challenges in PLAN phase and DO phase. In PLAN phase, model teachers stated that they find it difficult to develop Chapter Design because they did not understand well how to put their idea. They also find it difficult to adapt what they have written in Chapter Design and their activity when doing Open Class. In DO phase, most of model teachers stated that basically Lesson Study has a big impact in increasing their students’ understanding about learning materials, but the students were not active enough in the teaching and learning process. It means that the model teachers have to do a bigger effort to make their students more active in the classroom activities.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42046246","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 : 2019-03-04DOI: 10.30605/ETHICALLINGUA.V6I1.1115
T. Mulyati
The development of the digital era requires teachers to insert technology into English instruction. Teachers must be able not only to use the internet and computer software but also to implement technology appropriately in the teaching and learning process in order to help students achieve learning objectives. Many teachers have done inserting technology into English instruction. In addition, research on technology integration in English class has been mushrooming since years ago. However, the evaluation dealing with the implementation of technology in English instruction is limited. This research aims at evaluating how teachers use technology in the teaching and learning process. The evaluation focuses on whether the use of technology has enhanced students’ learning experiences or transformed students’ learning experiences. Four levels of the SAMR model (Substitution, Augmentation, Modification, and Redefinition) are used to assess the implementation. Here, the researchers gauged information from six English teachers of the senior high school in Banyuwangi regency concerning how they use technology in the teaching and learning process.
{"title":"Teachers’ Reflection: Does The Instructional Technology Implementation Transform Learning?","authors":"T. Mulyati","doi":"10.30605/ETHICALLINGUA.V6I1.1115","DOIUrl":"https://doi.org/10.30605/ETHICALLINGUA.V6I1.1115","url":null,"abstract":"The development of the digital era requires teachers to insert technology into English instruction. Teachers must be able not only to use the internet and computer software but also to implement technology appropriately in the teaching and learning process in order to help students achieve learning objectives. Many teachers have done inserting technology into English instruction. In addition, research on technology integration in English class has been mushrooming since years ago. However, the evaluation dealing with the implementation of technology in English instruction is limited. This research aims at evaluating how teachers use technology in the teaching and learning process. The evaluation focuses on whether the use of technology has enhanced students’ learning experiences or transformed students’ learning experiences. Four levels of the SAMR model (Substitution, Augmentation, Modification, and Redefinition) are used to assess the implementation. Here, the researchers gauged information from six English teachers of the senior high school in Banyuwangi regency concerning how they use technology in the teaching and learning process.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44874768","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 : 2019-03-04DOI: 10.30605/ETHICALLINGUA.V6I1.1135
M. Hasby, M. Muthmainnah
Lesson Study was firstly applied in Palopo City (Indonesia), and Universitas Cokroaminoto Palopo was the only institution, which is entrusted to develop it outside Makassar, as the learning process in 2013 until the present time. The models of cooperative and collaborative learning have indicated the positive thing in improving the material of English for Specific Purposes and reduce the impractical theory-based course, the activities of lesson study are generally run properly and it needs the well-managed scheduled to arrange all the necessary things in it from early to the last cycle of the lesson study. In short, the lesson study is improving the students’ cooperation, collaboration motivation, and initiative in learning ESP course. The sharing and discussion among the lecturers before and after the class is also revitalizing the spirit of traditional local wisdom and values, which is called tudang sipulung, it is clearly seen that the cooperation, collaborative, mutual respects spirit in lesson study is relevant to the local wisdom and supports the local values of tudang sipulung.
{"title":"Implementation of Lesson Study in Supporting the Values of Tudang Sipulung as a Local Culture in ESP Classroom","authors":"M. Hasby, M. Muthmainnah","doi":"10.30605/ETHICALLINGUA.V6I1.1135","DOIUrl":"https://doi.org/10.30605/ETHICALLINGUA.V6I1.1135","url":null,"abstract":"Lesson Study was firstly applied in Palopo City (Indonesia), and Universitas Cokroaminoto Palopo was the only institution, which is entrusted to develop it outside Makassar, as the learning process in 2013 until the present time. The models of cooperative and collaborative learning have indicated the positive thing in improving the material of English for Specific Purposes and reduce the impractical theory-based course, the activities of lesson study are generally run properly and it needs the well-managed scheduled to arrange all the necessary things in it from early to the last cycle of the lesson study. In short, the lesson study is improving the students’ cooperation, collaboration motivation, and initiative in learning ESP course. The sharing and discussion among the lecturers before and after the class is also revitalizing the spirit of traditional local wisdom and values, which is called tudang sipulung, it is clearly seen that the cooperation, collaborative, mutual respects spirit in lesson study is relevant to the local wisdom and supports the local values of tudang sipulung.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41430442","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 : 2019-03-04DOI: 10.30605/ETHICALLINGUA.V6I1.1169
S. Sumarni, Noor Rachmawaty
This study investigates the application of language learning strategies by different gender of university students. To do so, memory, cognitive, compensation, metacognitive, affective, and social language learning strategies were investigated. To collect data, the Strategy Inventory for Language Learning (SILL; Oxford, 1990) was administered to male and female student. They, then, were analyzed using descriptive statistics. The findings of the study indicated that students used a wider range of learning strategies and different from those often preferred by their gender. Both female and male often use social strategies while the lowest frequency strategy use both them were different. The results of this study can be useful for language teachers instead of raising their awareness on reducing the gap between the students' language learning strategies and their teaching technique preferences.
{"title":"Gender Differences in Language Learning Strategies","authors":"S. Sumarni, Noor Rachmawaty","doi":"10.30605/ETHICALLINGUA.V6I1.1169","DOIUrl":"https://doi.org/10.30605/ETHICALLINGUA.V6I1.1169","url":null,"abstract":"This study investigates the application of language learning strategies by different gender of university students. To do so, memory, cognitive, compensation, metacognitive, affective, and social language learning strategies were investigated. To collect data, the Strategy Inventory for Language Learning (SILL; Oxford, 1990) was administered to male and female student. They, then, were analyzed using descriptive statistics. The findings of the study indicated that students used a wider range of learning strategies and different from those often preferred by their gender. Both female and male often use social strategies while the lowest frequency strategy use both them were different. The results of this study can be useful for language teachers instead of raising their awareness on reducing the gap between the students' language learning strategies and their teaching technique preferences.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43182893","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 : 2019-03-04DOI: 10.30605/ETHICALLINGUA.V6I1.1114
Masruddin Masruddin
This research is aimed to determine and to describe the errors in using simple present tenses in writing descriptive texts made by students, especially in the class D of sixth semester of English Education Department at IAIN Palopo. The data were obtained by conducting a test and using a checklist. Then, the writing products were analyzed using Surface Strategy Taxonomy by Dulay (1982). The result of this research was presented descriptively. From the result, the omission errors were found as the highest of occurrence, which was about 47,05% which revealed that in the class D of sixth semester in English Education Department at IAIN Palopo, still made errors in using simple present tense in writing descriptive text. The errors that are mostly made by students were errors of omission. It is in line with Dulay (1982) which stated that errors of omission are found in greater abundance during the early stages of second language acquisition.
{"title":"Omission: Common Simple Present Tense Errors in Students' Writing of Descriptive Text","authors":"Masruddin Masruddin","doi":"10.30605/ETHICALLINGUA.V6I1.1114","DOIUrl":"https://doi.org/10.30605/ETHICALLINGUA.V6I1.1114","url":null,"abstract":"This research is aimed to determine and to describe the errors in using simple present tenses in writing descriptive texts made by students, especially in the class D of sixth semester of English Education Department at IAIN Palopo. The data were obtained by conducting a test and using a checklist. Then, the writing products were analyzed using Surface Strategy Taxonomy by Dulay (1982). The result of this research was presented descriptively. From the result, the omission errors were found as the highest of occurrence, which was about 47,05% which revealed that in the class D of sixth semester in English Education Department at IAIN Palopo, still made errors in using simple present tense in writing descriptive text. The errors that are mostly made by students were errors of omission. It is in line with Dulay (1982) which stated that errors of omission are found in greater abundance during the early stages of second language acquisition.","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45469057","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 : 2019-02-23DOI: 10.30957/LINGUA.V16I1.581
Iin Fitriyani, S. Wilian, Kamaludin Yusra
This study aims to determine differences in the choice of topics of conversation between men and women on Facebook media. This study was qualitative in nature, examining the corpus of facebookers available on the internet. The process of data collection was done by referring to the record and documentation method. In the analysis process, data were classified and analyzed based on Tuncay's theory (2006) in determining the theme of masculinity and Cholik (2016) theory in determining the theme of femininity. The results showed that male users tended to upload themes to show their masculinity such as physical strength, altruism, women and sex, love and family, pleasure or fun, leadership, outdoor activities, as well as spirituality and morality, while female users tended to upload theme to reflect the feminine side, such as cooking, parenting, beauty, traveling, hobbies, and fashion.
{"title":"EKSPRESI BAHASA INDONESIA TULIS BERDASARKAN GENDER PADA MEDIA FACEBOOK","authors":"Iin Fitriyani, S. Wilian, Kamaludin Yusra","doi":"10.30957/LINGUA.V16I1.581","DOIUrl":"https://doi.org/10.30957/LINGUA.V16I1.581","url":null,"abstract":" This study aims to determine differences in the choice of topics of conversation between men and women on Facebook media. This study was qualitative in nature, examining the corpus of facebookers available on the internet. The process of data collection was done by referring to the record and documentation method. In the analysis process, data were classified and analyzed based on Tuncay's theory (2006) in determining the theme of masculinity and Cholik (2016) theory in determining the theme of femininity. The results showed that male users tended to upload themes to show their masculinity such as physical strength, altruism, women and sex, love and family, pleasure or fun, leadership, outdoor activities, as well as spirituality and morality, while female users tended to upload theme to reflect the feminine side, such as cooking, parenting, beauty, traveling, hobbies, and fashion. ","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85370914","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 : 2019-02-23DOI: 10.30957/LINGUA.V16I1.580
Khairil Anwar, Syahdan Syahdan, Muhammad Fadjri
This study attempts to see amelioration form and its meaning Sasak language spoken in Sengkerang village and explores the reasons for using in a speech community. This study employed a qualitative descriptive method. Data were collected using observation and interview. Records using audio-visual aids were used to administer the observation and interview. Prior to analysis, records were transcribed verbatim to see their categories and classifications. Data were analyzed using theories proposed by Allan Keith and Keith Burridge, the steps of which included: reduction, data presentation, and conclusion. Results show that there are eleven forms of amelioration in Sengkerang village, namely 1) figurative, 2) flippancy, 3) remodeling, 4) circumcision, 5) clipping, 6) acronym, 7) abbreviation, 8) jargon, 9) hypernym, 10) hyponym, and 11) hyperbole. Meaning of the amelioration form is attached which it is spoken based on the context of which the speech is produced by a speaker. In addition, factors affecting to use the amelioration include humanity, physiological, characteristic, religiosity, and humor.
{"title":"AMELIORASI BAHASA SASAK PADA MASYARAKAT TUTUR DI DESA SENGKERANG, PRAYA TIMUR: KAJIAN SOSIOLINGUISTIK","authors":"Khairil Anwar, Syahdan Syahdan, Muhammad Fadjri","doi":"10.30957/LINGUA.V16I1.580","DOIUrl":"https://doi.org/10.30957/LINGUA.V16I1.580","url":null,"abstract":" This study attempts to see amelioration form and its meaning Sasak language spoken in Sengkerang village and explores the reasons for using in a speech community. This study employed a qualitative descriptive method. Data were collected using observation and interview. Records using audio-visual aids were used to administer the observation and interview. Prior to analysis, records were transcribed verbatim to see their categories and classifications. Data were analyzed using theories proposed by Allan Keith and Keith Burridge, the steps of which included: reduction, data presentation, and conclusion. Results show that there are eleven forms of amelioration in Sengkerang village, namely 1) figurative, 2) flippancy, 3) remodeling, 4) circumcision, 5) clipping, 6) acronym, 7) abbreviation, 8) jargon, 9) hypernym, 10) hyponym, and 11) hyperbole. Meaning of the amelioration form is attached which it is spoken based on the context of which the speech is produced by a speaker. In addition, factors affecting to use the amelioration include humanity, physiological, characteristic, religiosity, and humor. ","PeriodicalId":52818,"journal":{"name":"Ethical Lingua Journal of Language Teaching and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72802333","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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