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lexical items commonly used in the pranatacara genre, and the syntactic constructions that are employed to form phrases and sentences within the pranatacara genre.
The communicative purposes, the discourse structure and the linguistic features identified will serve to present some information about part of the Javanese culture as
seen in the wedding tradition through which, hopefully, language awareness especially the Javanese language can be promoted.
1.4 Significance of the Study
This study is expected to give both theoretical and practical contributions. Theoretically, this study will provide better understanding of how to perform a genre,
mainly in the context of the Javanese wedding pranatacara. Certain norms in the society have to be observed and obeyed if one hopes to be able to be a good pranatacara.
Besides, this study will show that a good pranatacara should be able to understand and achieve the purposes, construct the genre, and master the linguistic features. Hopefully,
the study will give some contributions to the theories of genre analysis, especially one dealing with language and culture.
In particular, the study will demonstrate how APPRAISAL theoretical framework which has been widely used in text analysis of English is used in the analysis of the
interpersonal dimension of meanings of Javanese texts of Pranatacara genre in order to further promote the Javanese language at international level considering that the study is
written or reported in English. Practically, this study may provide people who are involved in the development
and preservation of the Javanese cultural heritage, especially dealing with the language
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use in wedding reception with better language awareness that such a linguistic phenomenon does exist in Javanese language. In addition, the information can be used as
a considerable guide to develop language teaching programs, such as a pranatacara course design. The material and course designer will benefit much from this study as
supplementary information with regards to the typical formats of the language of pranatacara.
To language teachers, this study may serve as useful information in their teaching of Javanese language. The actual use of language in the society with respect to the
highest level of norms in Javanese language may or should be included in their teaching programs in an attempt to preserve the Javanese cultural heritage. It is a pity that some of
the Javanese people do not understand the language of pranatacara when attending a wedding reception of Javanese tradition. It is even more saddening to hear that a
Doctorate Degree in Javanese language should be obtained in Holland. Pedagogical implications may also be formulated on the basis of the study in
order to help implement the Competency-Based Curriculum of 2004—despite the fact that this curriculum has not been fully implemented, the 2004 CBC has been further
enhanced by the 2006 School Unit-Based Curriculum termed as KTSP-2006 Kurikulum Tingkat Satuan Pendidikan 2006 in which schools are given more autonomy
Government Regulation No. 22 2006.
1.5 Scope and Limitation of the Study
