Analisis Bahasa untuk Kajian Sosial: Pemaknaan Kritis terhadap Praktek Berwacana sebagai Praktek Sosial

Social structure and dynamics are to a large extent evidenced in linguistic data. Moreover, linguistic technologisation can serve as an agent of social change. Unfortunately, linguistic data and the accompanying analytical methods developed by linguists appear to be largely ignored by social analists. This article attempts to demonstrate that linguistic analysis, more specifically discourse analysis, can be used as one of the methods of social investigation. This contribution is illustrated through several research studies dealing with hierarchy, bias, and identity. This article also discusses some implications of critical analysis of texts, especially for citizenship and education

The Detected and Undetected Errors in Automated Writing Evaluation Program’s Result

The investigation of error is quite challenging to be conducted at school and university. Interestingly, with the technology development, detecting error can be conducted by using an automated writing evaluation program. This study aimed to analyze the errors in writing by applying an automated writing evaluation program. This study applied a mixed methods research with exploratory design. The total of 48 undergraduate students participated in this study and each student submitted one essay which was then re-submitted to the automated writing evaluation program. As the result, there are 484 errors detected by the program which came from 23 types of errors. However, the program still left some errors undetected with the total number of 158 errors which came from 24 types of errors; 13 types of errors have been identified and 11 types of errors have not been identified by the program. From the result of the program, the use of automated writing evaluation program in detecting error seems giving some benefits for the user. However, the application of this program still needs the teacher and lecturer’s supervision to reduce the weaknesses of the program in detecting the errors

TEXT COMPLEXITY IN SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS: A SYSTEMIC FUNCTIONAL PERSPECTIVE

Textbooks have been considered to play a key role in the processes of education by researchers and educators, and the need to explore the language of textbooks has become increasingly recognized. However, although textbooks are an important learning tool, textbook language and composition have not been widely explored especially from textual perspectives. The purpose of the present study is to investigate text complexity progression in the reading texts of English textbooks published for senior high school students in Indonesia. The nature and rate of that progression are addressed within the framework of Systemic Functional Linguistics. Being largely qualitative, this study examines three consecutive textbooks issued by the Ministry of Education, which are available online for classroom use. Data were collected and sampled from the reading texts found in the textbooks and were analyzed with regard to lexical density, lexical variation and grammatical intricacy in order to find the complexity of the texts. The results of the analyses show that regardless of the inconsistent progression of text complexity within each textbook, there is a consistent pattern of text complexity progression across grade levels. In other words, the lexical density, lexical variation and grammatical intricacy across the textbooks were found to have consistent progression from one grade level to another of which the direction is positive. It could be concluded that in general the language used in the texts becomes increasingly sophisticated, especially at lexical level, in accordance with grade level progression to cater for students’ intellectual development

Textual Meaning in Three Most Viewed Ted Talks

Public speaking has become a necessary skill to have and it gains a lot of interest from people. There are numerous public speaking line-ups available on the internet and one of the platforms is the TED website which provides TED Talks. This study focused on how Textual Meanings are realized in three most viewed TED Talks. The data were taken from TED website www.ted.com, which were taken in July 2020. Three titles were taken, namely ‘Do schools kill creativity?’ by Sir Ken Robinson, ‘This is what happens when you reply to spam email’ by James Veitch, and ‘Your body language may shape who you are’ by Amy Cuddy. This study used a descriptive qualitative method. Theory of textual meaning proposed by Halliday and Matthiessen (2004) and theory of public speaking by Schreiber and Hartranft (2013) are used. It is found that in three most viewed TED talks that Topical Theme is the most frequently used theme. Topical Theme appears 931 times (58.89%). Textual Theme appears 529 times (33.46%), and Interpersonal Theme appears 121 times (7.65%).Keywords: Public speaking, TED Talk, textual meaning, theme and rhem

Language Evaluation of Covid-19 Vaccination News: Corpus of Indonesian Newspaper and Appraisal Insights

The current study is intended to explore the language evaluation of vaccination of covid-19 news of post-pandemic era in the corpus of the Jakarta post as Indonesian newspapers through the study of Systemic Functional Linguistics, hereafter SFL, by considering interpersonal meaning. To view and evaluate a comprehensive purpose, the corpus and appraisal analysis are deployed. The study revealed that the journalist, as media representation, tended to reflect a positive value corroborating with desirable attitude and preferred to show a good judgment through the news to society but the functional meaning should be depended with the whole context. The result also emphasized that media which realized by journalist engaged the society in persuading vaccination of Covid-19 to normalize all of human’s life aspect either healthy, economic, or other factor after the disruption era although as functionally it convey with a negative attitude. The study has implication for journalist that attitude rules are required to reach an effective interpersonal discourse of target community perspective in reporting and persuading a vaccination of covid-19 for the new normal era

Youtube headlines as copywriting: An interpersonal meaning analysis of ||Superwoman||’s

YouTube is one of the most influential video-based platforms nowadays. This platform has become the source of living for many people, especially the youth. Apparently, one of the considerations for people to click a video on YouTube is its attractive headline. Therefore this study aims to investigate the interpersonal meaning of the headlines through the use of speech function and its typicality and the realization of the speech function across different types of headline. This study employs a qualitative descriptive design with the help of simple descriptive statistics. The data include 240 headlines of the highest, in-between, and the lowest views videos collected from ||Superwoman|| YouTube channel. These headlines are categorized based on the speech function and its typicality proposed by Halliday (1994) to see the realization of interpersonal meaning. The data are also classified by using the theory of headline types by Maslen (2010). It is found that there are three initiating speech functions realized in the headlines: statement, command, and question. The dominant speech function is statement which is realized typically in a declarative mood. It also shows that statement that arouses curiosity is the most desirable type of headline. The findings indicate equal status between the YouTuber and the viewers through the typical realization of statement, and also signify that viewers are most likely to click a video with a headline that arouses their curiosity. Consequently, the videos can get vast numbers of viewers.Keywords: Headline types, Interpersonal meaning, Speech function, Typicality, YouTub

TEACHER TALK REALIZATION IN OBSERVING STAGE OF SCIENTIFIC APPROACH

Observing stage is the first stage in scientific approach where students are allowed to begin the learning activities in the classroom. However, English teachers may not realize if their language use is difficult to understand by learners. To lead the successful teaching-learning activities, it is important to consider the way teachers communicate through their talk. One of the ways to analyze the teacher talk is through classroom discourse analysis. The model of classroom discourse in the present study is based on the framework of Systemic Functional Linguistics key concepts. Through the observation in four sessions and the audio-video recording, it has been found that there are 307 speech functions produced by teacher in his talk during the observing stage. Those speech functions are realized in 59 statements, 108 questions, 77 commands, and 63 acknowledgements. The data shows that teacher used those speech functions to give information and explanation to students, to get students’ attention, and to control the classroom activities by giving several directions to students. The result indicates that teacher still has the domination in the teaching-learning process, especially in observing stage. It is also shown that the teacher and students have an unequal power in the classroom. &nbsp

Students’ apologizing in Arabic and English: An interlanguage pragmatic case study at an Islamic boarding school in Indonesia

It is hard to select and produce appropriate semantic formulas of apologizing for paying off violation of social norms to restore harmony. It seems that it is even harder to realize such processes of selection and production in a non-native language. The study is of three folds; namely, it examines the realization of the apology strategies by students of a senior Boarding School in Arabic and English as a non-native language, the effects on the contextual factors (external vs. internal) on the students’ apologizing, and the pragmatic transfer. The participants were 101 male and 101 female students, recruited to fill in a Discourse Completion Task (DCT), which consisted of eight situations about the flouting of the politeness rules in the context of the Islamic boarding school, by drawing upon the five semantic formulas of apologizing from Blum-Kulka and Olshtain (1983) of Cross-Cultural Study of Speech Act Realization Patterns (CCSARP) for analyzing the data. The findings show that the students used identical semantic formulas in both languages. They prefer to use the “expression of regret” and “promise for forbearance” strategies. The findings also reveal that the internal and external factors affected the students’ selection and production of the apology strategies in both languages. In addition, the students’ pragmatic transfer occurred in linguistic areas, namely overgeneralization, inappropriateness, grammatical contrast, and conceptual transfer from L1 to L2, which are categorized into two types, namely, micro-negative transfer and macro-negative transfer. To conclude, these results indicate the students’ on-record-negative politeness attitudes towards the offended parties, which are determined by the contextual factors and the students’ lack of grammatical competence