Pub Date : 2022-03-20DOI: 10.35529/jllte.v3i3.51-63
This study aims to examine the types of errors found in the sixth semester students of STBA-PIA, and explain the factors that cause these errors. This study used a qualitative descriptive method design. Data collection techniques were carried out by elicitation and interview techniques. The results showed that the errors in the use of reduplication of AABB and ABAB adjectives by semester VI STBA-PIA students consisted of errors of omission of 28 sentences, errors of addition of as many as 28 sentences. 18 sentences, error of selection is 58 sentences and error of ordering is 7 sentences. The total errors in the use of adjective reduplication are 111 sentences. The results of the analysis also prove that the factors that cause the error are interlingual factors and intralingual factors. Keywords: Error, Adjective Reduplication, AABB, ABAB
{"title":"亚院三年级学生使用汉语形容词 AABB 与 ABAB 重叠式的偏误分析 MISTAKES OF USING THE ADJECTIVE REDUPLICATION AABB AND ABAB BY SEMESTER VI STBA-PIA STUDENTS","authors":"","doi":"10.35529/jllte.v3i3.51-63","DOIUrl":"https://doi.org/10.35529/jllte.v3i3.51-63","url":null,"abstract":"This study aims to examine the types of errors found in the sixth semester students of STBA-PIA, and explain the factors that cause these errors. This study used a qualitative descriptive method design. Data collection techniques were carried out by elicitation and interview techniques. The results showed that the errors in the use of reduplication of AABB and ABAB adjectives by semester VI STBA-PIA students consisted of errors of omission of 28 sentences, errors of addition of as many as 28 sentences. 18 sentences, error of selection is 58 sentences and error of ordering is 7 sentences. The total errors in the use of adjective reduplication are 111 sentences. The results of the analysis also prove that the factors that cause the error are interlingual factors and intralingual factors. Keywords: Error, Adjective Reduplication, AABB, ABAB","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88377827","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 : 2022-03-20DOI: 10.35529/jllte.v3i3.43-50
D. Tjong
This study aims to describe the types of errors and the factors that cause errors in the use of directional nouns "li" and "zhong" made by STBA-PIA students in the fourth semester of T.A. 2018/2019. The research method used is descriptive qualitative, namely to describe the types of errors and the factors that cause errors. The instruments used in this research are elicitation techniques and interview techniques. The research subject was taken using snowball sampling technique, which was as many as 25 subjects. The results of the research conducted by researchers on STBA-PIA students in semester IV T.A 2018/2019 are 10 omission errors, 6 addition errors, 14 mis formations and 3 disordering. Meanwhile, the factors that cause errors are of two types, namely interlingual errors, which are 7 respondents and intralingual errors, which are 15 respondents. Keywords: Language Errors, Directional Nouns “Li” and “Zhong”.
{"title":"亚院二年级学生使用方位词“里”与“中”的偏误分析 MISTAKES OF USING DIRECTIONAL NOUN “LI” AND “ZHONG” IN STBA-PIA STUDENTS SEMESTER IV T.A. 2018/2019","authors":"D. Tjong","doi":"10.35529/jllte.v3i3.43-50","DOIUrl":"https://doi.org/10.35529/jllte.v3i3.43-50","url":null,"abstract":"This study aims to describe the types of errors and the factors that cause errors in the use of directional nouns \"li\" and \"zhong\" made by STBA-PIA students in the fourth semester of T.A. 2018/2019. The research method used is descriptive qualitative, namely to describe the types of errors and the factors that cause errors. The instruments used in this research are elicitation techniques and interview techniques. The research subject was taken using snowball sampling technique, which was as many as 25 subjects. The results of the research conducted by researchers on STBA-PIA students in semester IV T.A 2018/2019 are 10 omission errors, 6 addition errors, 14 mis formations and 3 disordering. Meanwhile, the factors that cause errors are of two types, namely interlingual errors, which are 7 respondents and intralingual errors, which are 15 respondents. Keywords: Language Errors, Directional Nouns “Li” and “Zhong”.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"136 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80053395","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 : 2022-03-20DOI: 10.35529/jllte.v3i3.25-42
Alwiyah Rahmatika
Language style enhances the expression and effect of certain words through linguistic means such as sound, vocabulary and grammar which are the basis of rhetoric, namely using language on the grounds of specific needs in the form of communicative purposes, situations, objects, and so on. This study aims to describe the style of language in songs with different themes. This research was conducted with a qualitative descriptive research method. The data collection technique was carried out with documentation techniques and the data source in this study was the lyrics of the song Wang lee Hom. The theory used is the theory of figure of speech and language style as well as the theory of qualitative analysis to examine this research. In the results of this study, there are 9 types of figurative language found in 6 song titles, namely Nĭrén, Nĭwù, Bĭyù, Kuāzhāng, Fănfù, Duì'ŏu, Fănwèn, Shèwèn and Céngdì. The difference in the use of the type of language style in the six song titles is influenced by the nature of the interaction between humans in the song's theme. Keywords: Language Style, Song Lyrics, Song Theme
语言风格是通过作为修辞基础的语音、词汇和语法等语言手段，即根据交际目的、交际情境、交际对象等形式的特定需要来使用语言，从而增强某些词语的表达和效果。本研究旨在描述不同主题歌曲的语言风格。本研究采用定性描述性研究方法。数据收集方法采用文献法，数据来源为歌曲《王力宏》的歌词。运用修辞格理论和语言风格理论以及定性分析理论来检验本研究。在本研究的结果中，6首歌曲的标题中有9种类型的比喻语言，分别是Nĭrén, Nĭwù， Bĭyù， Kuāzhāng, Fănfù， Duì'ŏu, f nw， sh w和Céngdì。六种歌名中语言风格类型使用的差异受歌曲主题中人与人之间互动性质的影响。关键词:语言风格，歌词，歌曲主题
{"title":"LANGUAGE STYLE IN SONG WITH DIFFERENT THEMES","authors":"Alwiyah Rahmatika","doi":"10.35529/jllte.v3i3.25-42","DOIUrl":"https://doi.org/10.35529/jllte.v3i3.25-42","url":null,"abstract":"Language style enhances the expression and effect of certain words through linguistic means such as sound, vocabulary and grammar which are the basis of rhetoric, namely using language on the grounds of specific needs in the form of communicative purposes, situations, objects, and so on. This study aims to describe the style of language in songs with different themes. This research was conducted with a qualitative descriptive research method. The data collection technique was carried out with documentation techniques and the data source in this study was the lyrics of the song Wang lee Hom. The theory used is the theory of figure of speech and language style as well as the theory of qualitative analysis to examine this research. In the results of this study, there are 9 types of figurative language found in 6 song titles, namely Nĭrén, Nĭwù, Bĭyù, Kuāzhāng, Fănfù, Duì'ŏu, Fănwèn, Shèwèn and Céngdì. The difference in the use of the type of language style in the six song titles is influenced by the nature of the interaction between humans in the song's theme. Keywords: Language Style, Song Lyrics, Song Theme","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90515963","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}
Teachers’ use of language was believed to give impact for the success of language learners in one way or another. As some teachers’ speech included managing classroom, giving instructions, and providing feedbacks, it is inevitable that a teacher would use the power and make the students uncomfortable. To soften the speech or lessen the impact to the students, a teacher could use some strategies of politeness inside the classroom. Seeing how linguistic politeness manifested by teachers could generally affect the students’ esteem, this study aimed at observing face-threatening and face-saving utterances produced by six lecturers during 6 different lessons in a state university. Combining Brown and Levinson’s theory of politeness and Yule’s concept of face, this study would also contrast the language production by lecturers of different gender and different length of teaching experience to find out if they were correlated. Under the qualitative method, the researcher carried out class observation, recorded the interaction, and transcribed all of the lecturers’ utterances. This study revealed that lecturers generally tend to manage more face-saving acts. However, it showed that most face-threatening utterances were generated by male lecturers. It also indicated that lecturers with longer teaching experience produced more face-threatening utterances, and lecturers with shorter teaching experience produced more face-saving utterances. The fact that female lecturers in this study were dominant in negotiating face-saving acts justified women are more polite than men.
{"title":"FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES","authors":"Sheila Agustina","doi":"10.30743/ll.v5i2.4527","DOIUrl":"https://doi.org/10.30743/ll.v5i2.4527","url":null,"abstract":"Teachers’ use of language was believed to give impact for the success of language learners in one way or another. As some teachers’ speech included managing classroom, giving instructions, and providing feedbacks, it is inevitable that a teacher would use the power and make the students uncomfortable. To soften the speech or lessen the impact to the students, a teacher could use some strategies of politeness inside the classroom. Seeing how linguistic politeness manifested by teachers could generally affect the students’ esteem, this study aimed at observing face-threatening and face-saving utterances produced by six lecturers during 6 different lessons in a state university. Combining Brown and Levinson’s theory of politeness and Yule’s concept of face, this study would also contrast the language production by lecturers of different gender and different length of teaching experience to find out if they were correlated. Under the qualitative method, the researcher carried out class observation, recorded the interaction, and transcribed all of the lecturers’ utterances. This study revealed that lecturers generally tend to manage more face-saving acts. However, it showed that most face-threatening utterances were generated by male lecturers. It also indicated that lecturers with longer teaching experience produced more face-threatening utterances, and lecturers with shorter teaching experience produced more face-saving utterances. The fact that female lecturers in this study were dominant in negotiating face-saving acts justified women are more polite than men.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427625","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}
Research in academic writing has shown that writers have a strong tendency to communicate their ideas interactively with readers. This study examines how professional writers use adjectives as part of interactional metadiscourse when writing research articles. A total of 255 research articles published in distinguished journals in the field of applied linguistics between 2015 and 2020 were systematically compiled and quantitatively and qualitatively analysed. The extent to which epistemic adjectives and typical phraseological patterns are used in research articles was investigated with the help of corpus linguistics methods, as was their epistemic strength indicated by writers. The interpersonal model of metadiscourse was used as the theoretical framework for the study. The findings suggest that the academic writing corpus, in essence, is interactionally oriented, while the use of adjectives as an epistemic modality reflects a methodical approach by article writers when presenting propositions and discussing their knowledge claims. This study provides a deeper understanding of these linguistic features to impact the reader. Pedagogically, the study can be useful for teaching academic writing to postgraduate students and help them and novice writers develop writing competency through epistemic devices, especially in research articles intended for publication.
{"title":"ADJECTIVES IN THE EXPRESSION OF EPISTEMIC MODALITY IN APPLIED LINGUISTICS RESEARCH ARTICLES","authors":"A. Khamkhien","doi":"10.30743/ll.v5i2.4534","DOIUrl":"https://doi.org/10.30743/ll.v5i2.4534","url":null,"abstract":"Research in academic writing has shown that writers have a strong tendency to communicate their ideas interactively with readers. This study examines how professional writers use adjectives as part of interactional metadiscourse when writing research articles. A total of 255 research articles published in distinguished journals in the field of applied linguistics between 2015 and 2020 were systematically compiled and quantitatively and qualitatively analysed. The extent to which epistemic adjectives and typical phraseological patterns are used in research articles was investigated with the help of corpus linguistics methods, as was their epistemic strength indicated by writers. The interpersonal model of metadiscourse was used as the theoretical framework for the study. The findings suggest that the academic writing corpus, in essence, is interactionally oriented, while the use of adjectives as an epistemic modality reflects a methodical approach by article writers when presenting propositions and discussing their knowledge claims. This study provides a deeper understanding of these linguistic features to impact the reader. Pedagogically, the study can be useful for teaching academic writing to postgraduate students and help them and novice writers develop writing competency through epistemic devices, especially in research articles intended for publication.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48379199","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}
Collaboration is one of the 21st-century skills needed to survive in this era. The need in society to think and work together on issues of critical concern has increased, shifting the emphasis from individual efforts to group work, from independence to community. Integrating Collaborative skills in the educational field, particularly in assessment, has been broadly employed. However, lesson plans that incorporate collaborative skills are lacking. This study aims to explore the collaborative skill in English teaching lesson plan in junior high school in Indonesia. A content analysis approach is used in this study. The data was analyzed using a systematic content descriptive text methodology based on the ACER (Australian Council for Educational Research) Framework, which was used in this study as an instrument to analyze lesson plans to see if they were integrating or not. The expected result of the study is that Collaborative skills are found in lesson plans, indicators, and the learning process.
{"title":"INTEGRATING COLLABORATIVE SKILLS IN 8TH GRADE ENGLISH TEACHING LESSON PLANS AT JUNIOR HIGH SCHOOL","authors":"G. Triyani, Darmahusni Darmahusni","doi":"10.30743/ll.v5i2.4533","DOIUrl":"https://doi.org/10.30743/ll.v5i2.4533","url":null,"abstract":"Collaboration is one of the 21st-century skills needed to survive in this era. The need in society to think and work together on issues of critical concern has increased, shifting the emphasis from individual efforts to group work, from independence to community. Integrating Collaborative skills in the educational field, particularly in assessment, has been broadly employed. However, lesson plans that incorporate collaborative skills are lacking. This study aims to explore the collaborative skill in English teaching lesson plan in junior high school in Indonesia. A content analysis approach is used in this study. The data was analyzed using a systematic content descriptive text methodology based on the ACER (Australian Council for Educational Research) Framework, which was used in this study as an instrument to analyze lesson plans to see if they were integrating or not. The expected result of the study is that Collaborative skills are found in lesson plans, indicators, and the learning process.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42816380","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}
Rohani Ganie, Khairunnisa Audi Miranda, Muhammad Yusuf
This study attempts to seek what components of reading are affected by reading Wattpad and how the students' attitudes towards the use of Wattpad for reading. This research used a descriptive qualitative method. This research is also supported by the theory of reading attitude proposed by McKenna, et.al. The data for this study were collected from two sources, namely a close-ended questionnaire to 20 English Literature students of Universitas Sumatera Utara and supported by interview with 5 out of 20 selected respondents. The results of this study indicate two main things, namely: (1) Vocabulary is the component of reading that is most affected. As many as 40% of respondents chose vocabulary as the most affected reading component, 35% of respondents chose comprehension ability, 15% of respondents chose reading fluency and 10% of respondents chose phonemic awareness. (2) It was found that 10 respondents were judged to show a positive attitude towards the use of Wattpad, 6 respondents showed a neutral attitude and 4 respondents showed a negative attitude towards the use of Wattpad.
{"title":"STUDENTS’ ATTITUDE TOWARD THE USE OF WATTPAD IN READING COMPREHENSION","authors":"Rohani Ganie, Khairunnisa Audi Miranda, Muhammad Yusuf","doi":"10.30743/ll.v5i2.4613","DOIUrl":"https://doi.org/10.30743/ll.v5i2.4613","url":null,"abstract":"This study attempts to seek what components of reading are affected by reading Wattpad and how the students' attitudes towards the use of Wattpad for reading. This research used a descriptive qualitative method. This research is also supported by the theory of reading attitude proposed by McKenna, et.al. The data for this study were collected from two sources, namely a close-ended questionnaire to 20 English Literature students of Universitas Sumatera Utara and supported by interview with 5 out of 20 selected respondents. The results of this study indicate two main things, namely: (1) Vocabulary is the component of reading that is most affected. As many as 40% of respondents chose vocabulary as the most affected reading component, 35% of respondents chose comprehension ability, 15% of respondents chose reading fluency and 10% of respondents chose phonemic awareness. (2) It was found that 10 respondents were judged to show a positive attitude towards the use of Wattpad, 6 respondents showed a neutral attitude and 4 respondents showed a negative attitude towards the use of Wattpad.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41784923","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}
This study aims to identify the target needs of students in English for Specific Purposes (ESP) courses at a private university in North Sumatra, Indonesia. The participants in this study were 10 students majoring in medicine. This study employed a qualitative descriptive method to explain students' perspectives of the ESP courses. The research data were obtained through surveys and interviews. The findings reveal that the participants expect the ESP courses focus on the target needs of their academic and professional lives with an emphasis on drilling their skills in the four aspects of language. In addition, it also shows that students have a positive perception of the ESP courses at the university. The findings of the study also declared that the ESP program should focus on the effective use of language and improve their language skills in reading, writing, listening, and speaking.
{"title":"MEDICAL STUDENTS’ PERCEPTIONS AND TARGET NEEDS IN ENGLISH FOR SPECIFIC PURPOSES COURSES","authors":"Suci Ramadani Sikumbang, Ahmad Amin Dalimunte","doi":"10.30743/ll.v5i2.4511","DOIUrl":"https://doi.org/10.30743/ll.v5i2.4511","url":null,"abstract":"This study aims to identify the target needs of students in English for Specific Purposes (ESP) courses at a private university in North Sumatra, Indonesia. The participants in this study were 10 students majoring in medicine. This study employed a qualitative descriptive method to explain students' perspectives of the ESP courses. The research data were obtained through surveys and interviews. The findings reveal that the participants expect the ESP courses focus on the target needs of their academic and professional lives with an emphasis on drilling their skills in the four aspects of language. In addition, it also shows that students have a positive perception of the ESP courses at the university. The findings of the study also declared that the ESP program should focus on the effective use of language and improve their language skills in reading, writing, listening, and speaking.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46445436","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}
The rise of sexual violence against women and children encourages the government to establish Government Regulation (Peraturan Pemerintah) hereafter (PP) number 70 of 2020, which contains the application of the chemical castration penalty for the offenders of sexual violence. This regulation causes pros and cons from the various parties, including women and children's observer community, selected in this case Konde.co. This study aims to discuss the attitude or position built by Konde.co toward the Government Regulation (PP) ratification concerning the chemical castration penalty for the sexual violence offenders. This research uses a qualitative approach, especially discourse analysis. The discourse analysis in this research uses the appraisal theory, which studies the attitudesystem explicitly The result of this research shows that the attitude that appears in the text is generally negative. Furthermore, the attitude aspect with the highest frequency is negative judgement.The negative attitude refers to the incompatibility and inability of the chemical castration penalty in overcoming the sexual violence problem in Indonesia. The chemical castration penalty has negative impacts, such as exacerbating sexual violence in Indonesia in the future, disturbing, like an inclement regulation, and violating human rights. The positive attitude refers to the PP’s capacity for the chemical castration penalty of the sexual violence offenders in upholding the rights of the underprivileged. Other priorities that Konde.co considers more critical in overcoming the sexual violence problem are the recovery of the victims and the immediate ratification of the Bill on the Elimination of Sexual Violence.
{"title":"THE ATTITUDINAL MEANING BUILT BY KONDE.CO REGARDING THE RATIFICATION OF CHEMICAL CASTRATION PENALTY","authors":"H. Mahmudah, H. Ningsih","doi":"10.30743/ll.v5i2.4524","DOIUrl":"https://doi.org/10.30743/ll.v5i2.4524","url":null,"abstract":"The rise of sexual violence against women and children encourages the government to establish Government Regulation (Peraturan Pemerintah) hereafter (PP) number 70 of 2020, which contains the application of the chemical castration penalty for the offenders of sexual violence. This regulation causes pros and cons from the various parties, including women and children's observer community, selected in this case Konde.co. This study aims to discuss the attitude or position built by Konde.co toward the Government Regulation (PP) ratification concerning the chemical castration penalty for the sexual violence offenders. This research uses a qualitative approach, especially discourse analysis. The discourse analysis in this research uses the appraisal theory, which studies the attitudesystem explicitly The result of this research shows that the attitude that appears in the text is generally negative. Furthermore, the attitude aspect with the highest frequency is negative judgement.The negative attitude refers to the incompatibility and inability of the chemical castration penalty in overcoming the sexual violence problem in Indonesia. The chemical castration penalty has negative impacts, such as exacerbating sexual violence in Indonesia in the future, disturbing, like an inclement regulation, and violating human rights. The positive attitude refers to the PP’s capacity for the chemical castration penalty of the sexual violence offenders in upholding the rights of the underprivileged. Other priorities that Konde.co considers more critical in overcoming the sexual violence problem are the recovery of the victims and the immediate ratification of the Bill on the Elimination of Sexual Violence. ","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46490674","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}
The aim of the study is to describe the speech errors and to find out the causes of the speech errors that occurred in the video podcast Get Real Givingthanks with Sam Kim Ep 22. The researchers collected data using the documentation method and applied qualitative analysis. The data for this research were the utterances from video podcast Get Real Givingthanks with Sam Kim Ep 22. The source of the data was a video between the hosts, Ashley and BM, and the guest, Sam Kim, which was downloaded from the official DIVE Studios YouTube Channel with durations of 46 minutes. The data were described based on the theory of Common Speech Errors by Clark Clark (1977). According to the results, it was shown that Ashley made 9 types of errors totaling 47 errors, but BM made 8 types so he did not made errors in types of stutters totaling 80 errors, and Sam made 9 types totaling 106 errors. For the causes of the speech errors are due to internal and external factors such as nervousness, hesitation, haste, and lacking concentration. The total number of speech errors made by the speakers 233 mistakes. As a result of speech errors, 52 repetitions occurred because it happened the most and Sam did it the most. Filled pause occurred 46 mistakes, both Sam and BM produced the most errors. For Silent pause, 41 mistakes, and all speakers made the error. Interjections occurred 37 mistakes but Ashley made the fewest mistakes. False Starts (unretraceed) occurred 14 mistakes, not only BM did 4 mistakes but Ashley also did 4 mistakes. Corrections occurred 13 mistakes but BM only made 2 mistakes. For Stutters happened 13 mistakes, both Asley and Sam made the most mistakes but BM didn't exist. Slip of the tongue happened 11 mistakes and Ashley only made one mistake. False starts (retraced) occurred 6 mistakes and this is the least common type.
本研究的目的是描述Sam Kim Ep 22的视频播客《Get Real Givingthanks》中出现的言语错误，并找出言语错误的原因。研究人员使用文献法收集数据，并进行定性分析。这项研究的数据来自视频播客Get Real Givingthanks与Sam Kim Ep 22的对话。数据来源是主持人Ashley和BM以及嘉宾Sam Kim之间的一段视频，该视频从DIVE Studios官方YouTube频道下载，时长46分钟。这些数据是根据Clark Clark（1977）的“常见语音错误”理论描述的。根据结果，Ashley犯了9种类型的错误，总计47个错误，但BM犯了8种类型，因此他在总共80个错误的口吃类型中没有犯错误，Sam犯了9个类型，总计106个错误。由于言语失误的原因有紧张、犹豫、匆忙、注意力不集中等内外因素。演讲者所犯的语音错误总数为233个错误。由于语音错误，出现了52次重复，因为重复次数最多，而Sam重复次数最多。填充暂停出现了46个错误，Sam和BM都产生了最多的错误。对于无声暂停，有41个错误，所有发言者都犯了错误。插话出现了37次失误，但阿什利的失误最少。失误首发（未追踪）出现了14次失误，不仅BM有4次失误，阿什利也有4次错误。修正了13个错误，但BM只犯了2个错误。斯图加特队有13次失误，阿斯利和萨姆都是失误最多的，但BM并不存在。口误发生了11次，阿什利只犯了一次。错误启动（回溯）发生了6个错误，这是最不常见的类型。
{"title":"Speech Error In “Get Real Giving Thanks With Sam Kim Ep #22 By Dive Studios” Video Podcast","authors":"Ruth Intan Angraeni Tampubolon, Syahron Lubis","doi":"10.30743/ll.v5i2.4516","DOIUrl":"https://doi.org/10.30743/ll.v5i2.4516","url":null,"abstract":"The aim of the study is to describe the speech errors and to find out the causes of the speech errors that occurred in the video podcast Get Real Givingthanks with Sam Kim Ep 22. The researchers collected data using the documentation method and applied qualitative analysis. The data for this research were the utterances from video podcast Get Real Givingthanks with Sam Kim Ep 22. The source of the data was a video between the hosts, Ashley and BM, and the guest, Sam Kim, which was downloaded from the official DIVE Studios YouTube Channel with durations of 46 minutes. The data were described based on the theory of Common Speech Errors by Clark Clark (1977). According to the results, it was shown that Ashley made 9 types of errors totaling 47 errors, but BM made 8 types so he did not made errors in types of stutters totaling 80 errors, and Sam made 9 types totaling 106 errors. For the causes of the speech errors are due to internal and external factors such as nervousness, hesitation, haste, and lacking concentration. The total number of speech errors made by the speakers 233 mistakes. As a result of speech errors, 52 repetitions occurred because it happened the most and Sam did it the most. Filled pause occurred 46 mistakes, both Sam and BM produced the most errors. For Silent pause, 41 mistakes, and all speakers made the error. Interjections occurred 37 mistakes but Ashley made the fewest mistakes. False Starts (unretraceed) occurred 14 mistakes, not only BM did 4 mistakes but Ashley also did 4 mistakes. Corrections occurred 13 mistakes but BM only made 2 mistakes. For Stutters happened 13 mistakes, both Asley and Sam made the most mistakes but BM didn't exist. Slip of the tongue happened 11 mistakes and Ashley only made one mistake. False starts (retraced) occurred 6 mistakes and this is the least common type.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44627756","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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