JAVANESE CULTURE DEPICTED IN THE USE OF KINSHIP ADDRESS TERMS

The Javanese system of kinship terms of address relies tightly on its social construction mirroring not only culture but also point of view of the Javanese people. It is undeniable that the society has long been structured vertically hierarchical. There is always upper to lower social relationship among social practices. Hence it is manifested in the form of Javanese speech levels illustrating that a speaker should consider both role and circumstance. The levels of speech presumably fall into some smaller linguistic features, one of which is address term particularly maintaining kinship relationship. Javanese culture considers ascending generation as the polar asserting that father’s/mother’s big brothers/sisters, father’s/mother’s big brother’s/sister’s sons/daughters, father’s/mother’s big brother’s/sister’s son’s/daughter’s sons/daughters would be addressed as all terms equivalent to big or older sibling

A CLOSE LOOK AT BILINGUALISM RESEARCH IN ASIA

Asia is a ‘homeland’ for bilingualism research in regards to its diversity. It is considered as a vivid research site where there is significant growth of academic areas of exploration. Yet, there are very few scientific attempts to map bilingualism research in an Asian context so far. Thus, I bring the idea of mapping previous works through this literature study by specifically scrutinizing (a) bilingualism research in Southeast Asia, (b) bilingualism research in other parts of Asia, and (c) lessons to learn as a stepping stone to define the future of Indonesian bilingualism. The general data mapping I have explored includes Southeast Asian countries (Malaysia, Singapore, Indonesia, Thailand, and Vietnam) and other parts of Asia (China, India, Israel, and Kazakhstan. The findings from the 33 previous works can be considered as empirical evidence that I will use to portray the research trends in Asia’s bilingualism. The trends show that 19 (55%) works have approached bilingual data from sociolinguistics perspective, whereas the other 14 (45%) have framed their analysis under psycholinguistic approach. Based on the methodological concerns from these works, I propose two major areas of exploration: Family Language Policy (FLP) and trilingual acquisition. FLP in Indonesian is a promising ground, as it brings together issues in language maintenance and shift that instigate a wider aspect of investigation; these aspects include bilingual language dominance, cross language influence, and so forth. Trilingual acquisition, the situation most Indonesian children are growing with, has a potentially significant impact on education, especially where a language curriculum is carefully planned and implemented. In conclusion, this mapping will hopefully shed a light on how bilingualism has academically been very appealing and will continue to fascinate more researchers

On the Acquisition of English Voiceless Stop VOT by Indonesian-English Bilinguals: Evidence of Input Frequency

The paper attempts to investigate the acquisition of Voice Onset Time (VOT) of voiceless stop consonants of English /p/, /t/, and /k/ by Indonesian-English bilingual children in its close relation to how second language (L2) input shapes the L2 VOT production. It looks at two different groups of children with native and non native input environment; (1) one 6-years-old girl receiving extensive exposures of English natives from YouTube in about 8 hours per day since she was two in addition to having interactive communication in English with her family members (2) four students (aged 7-8 years old) enrolling in English Partial Immersion Program with non-native environment of English. The comparative analysis concludes that the VOT values differ significantly across different inputs. The children with non native input acquired much shorter VOTs falling within the average of 28 – 36 ms, while those with native input could achieve native-like VOTs in the average of 69 ms for /p/ and /t/ and even longer for stop consonant /k/

Role of Regional Language Background and Speech Styles on the Production of Voice Onset Time (VOT) in English among Indonesian Multilinguals

This paper seeks to contribute to the nature of cross-linguistic transfer in the production of English Voice Onset Time (VOT) by adult multilingual speakers in Indonesia in view of how different regional home languages and speech settings shape the phonetic realizations. Three adult multilinguals participated in this pilot project. They are all learners of English as the third language (L3) at the Department of English of a state university in Malang, Indonesia who acquire different regional home languages – Javanese, Sundanese, and Madurese – as the first language (L1) and speak Indonesian as the second language (L2). The participants’ production of bilabial stop consonants of English /p/ and /b/ were elicited from two different speech settings; a careful speech via text readings (monologue and dialogue) and wordlist reading, and a spontaneous speech through natural conversation among participants. 21 tokens from each participant were then analyzed acoustically in Praat. The findings show that the bilingual speaker with L1 Sundanese consistently produced the shortest VOT values of both /p/ and /b/. The Javanese speaker produced the intermediate lag, whereas the Madurese speaker produced the longest aspiration interval. It is shown that the Sundanese language provides the strongest transfer effect, while Madurese gives the least effect. In light of cross-linguistic transfer, however, the overall VOT productions clearly put forth evidence of L1 phonological transfer. The production of non-native bilabial stop VOTs of English is largely due to the absence of this phonetic property in Javanese and Sundanese while Madurese shows marginal similarities. The findings also demonstrate that speech styles play only a marginal role in determining the production of VOTs that the VOTs of /p/ and /b/ in careful speech is found to be slightly longer than in the spontaneous settings. This study makes an original contribution to the area of phonological acquisition in adult speakers by giving attention to the understudied languages of Indonesia in order to more fully understand the interaction of different language systems in multilingual language acquisition and development

The Implementation of Project Based Learning in English Language Teaching at Rural School: A Conceptual Review

Teaching English as a foreign language in a rural education is challenging. Due to the fact that most schools located in rural areas are not equipped with audio visual aids, it affected the learning strategies used by the teachers which only focus on grammar and mainly use L1 translation. To overcome those problems and also equip students with 21st century skills, Project-Based Learning (PjBL) can be an alternative. Many studies related to PjBL in the EFL context have been conducted and provided benefits. Considering the benefits of PjBL, this paper tries to explore more closely the current practices of PjBL in the EFL context. Using library research by collecting some related books and articles, this paper explained the concept, the procedures, and the assessment of PjBL. It also described the strengths and the weaknesses of applying PjBL in the EFL context. Furthermore, this paper presented some teaching techniques in PjBL which can be applied to promote EFL students’ language skills at rural schools. This review will give an implication for English teachers, especially at rural schools in understanding the concept and practice of PjBL which promotes 21st century skills

A preliminary evidence of transfer in the acquisition of sentential negation of English in multilingual Indonesian children in school contexts

Bilingual children in Indonesia have continued to develop their trilingual competence by adding English into their linguistic repertoires, in addition to Indonesian as the first language (L1) and Javanese or any other regional languages as the second language (L2). Considering the unique characteristics of third language (L3) acquisition in the way that it requires multidirectional interactions of three language systems, this study aimed at finding an evidence of L1 and L2 transfer in the acquisition of L3 sentential negation. In specific, it examined whether the absence of functional projection in Indonesian and Javanese negations would trigger transfer in the production of English negations, and testing out whether Cumulative Enhancement Model (CEM) worked best to the data. The CEM as one of L3 acquisition models encapsulates that any previous linguistic knowledge available to L3 learners will either enhance L3 learning or remain neutral. The English sentential negations were elicited from the already-available data sets; a limited corpus and in-class writing exercises of primary school learners aged 7-10 years old who were in an International Class Program in East Java, Indonesia where English became the medium of instruction. The findings demonstrated a preliminary evidence of transfer mainly in the absence of functional projections in English sentential negations resulted from a negative transfer of L1 and L2. More importantly, it suggested that the typological proximity of L1 and L2 had supported the cumulative effect in a negative way which was in contrast to the basic principle of CEM in which such collective process should enhance or be neutral when learning L3. Thus, this study has posited a theoretical implication of reconsidering the cumulative enhancement effect of L1 and L2 to the L3 by looking at the possibility of negative transfer. This current study has also imparted a practical implication for L3 teaching and learning with specific regard to English in that teachers can highlight any contrastive features embedded in learners’ L1, L2, and L3 to explicitly show the different patterns and uses

A Corpus-Based Study on The Development Of the Javanese Language Among Multilingual Children In East Java

This paper seeks to examine multilingual children’s Javanese across different grades of primary schools with a focus on proficiency, vocabulary, and grammatical development. The data were partially taken from CBLING (Corpus of Bilingual Learners’ Languages), a corpus developed by Universitas Negeri Malang. Using AntConc as a corpus development tool, we measured Javanese proficiency using the Mean Length of Utterances (MLU) method. Our findings on the development of Javanese proficiency and vocabulary growth indicated insignificant improvement across grades. However, the average vocabulary density grows significantly from the first two lower grades to the three higher ones. In terms of grammar, hybrid words showing morphological blendings, such as mastekno or isikno were observed in the participants’ writings. Taken together, our findings are essential for teaching and learning Javanese as a regional home language and generating an important linguistic feature of 21st century multilingual children’s Javanese. Keywords: corpus study, Javanese language, multilingual children, East Jav

Code Choices Among Multilingual Families: a Pilot Study

Living in a multi-ethnic and multilingual country, Indonesian citizens have the privilege of being exposed to different languages and using them in various degrees of proficiency. As it becomes typical for an individual to mix and/or switch languages in everyday interaction, there is certainly room for more in-depth investigation, especially in determining the pattern of code choices among multilingual families. Using a descriptive qualitative approach, we observed how code choices occur in the family of two multilingual young adult speakers in Universitas Negeri Malang. The data of this current study were collected from two interview videos as a part of a larger project (Family Language Policy) we carried out in 2021 with a focus on how language selection processes work in their families. The results showed that there were different code choice patterns practiced in these two families; for example, the first family used Javanese as a primary communication code among family members, while the second family chose to use Indonesian. However, interestingly both families communicate in Indonesian when speaking to very young members or children. The findings of this current paper are important particularly in predicting the language shift phenomena in Indonesian contexts. Keywords: code choices, family language policy, multilingual families, Indonesi

Bòsò Walikan Malang’s address practices

Address practices in natural conversations are sociolinguistically significant, because they display speakers’ socio-cultural values as well as the community’s social structure and social change. Focusing on Bòsò Walikan Malang1 (/bɔsɔ waliʔan malaŋan/, hereafter referred to as Walikan), a youth language spoken in Malang, this paper examines how address terms and politeness are practiced in a multilingual setting. Walikan is a colloquial variety of local Javanese and Indonesian that features word reversing (mlaku > uklam ‘to walk’; makan > nakam ‘to eat’). The youth language was specifically chosen as the focus of this study because it is an important symbol of the socio-cultural identity of the Arema (Arek Malang; the people of Malang). Looking at the underexplored topic of speech levels in youth language, the current research discusses the value of Walikan’s address terms and how they are currently used to demonstrate the speakers’ linguistic politeness. The analysis compares Walikan’s address terms with those of Javanese and Indonesian, two dominant languages spoken in the area. Data for the current study were drawn from recordings, interviews, and observations conducted in an extensive fieldwork. The results of this study reveal a speakers’ shift of value that is mainly prompted by a compromised common ground and social distance. The study argues that address practices in Walikan show different degree of politeness than that of Javanese and Indonesian

Indonesian Teachers’ Directives In English Language Classrooms

English language classrooms as real language settings provide ample linguistic data, be they produced by the teachers or the students, as there are some interactions in exchanging thoughts, feelings, or ideas. Speech acts theory indicates that in using the language, people not only create an isolated series of sentences, but also carry out actions by either doing something or making others do something. By using classroom observations conducted in twelve English language classrooms, this study seeks to describe types of sentence forms and kinds of strategies used by the teachers in giving order. The findings indicate that the teachers in the Department of English, Universitas Negeri Malang, who are in a position of authority over the students, do not always impose on their students in making them do what the teachers want them to do. Even though the interactions in the classrooms are not equal as the amount of teacher talk dominates the teaching and learning process, the students (as the hearer) are aware that they should adhere to the teachers’ speech acts of ordering to be successful in their study.      Keywords: English language classrooms, speech acts theory, directives, sentence forms, speech acts strategies.