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Meanwhile, the study shows that the use of traditional analytical frameworks,
such as analyzing a language in terms of its phonological, morphological and syntactic constructions is still very much significant, especially in analyzing a language with a lot
of derivational processes, such as Javanese and Indonesian. Furthermore, the study also shows that a literary approach is still useful in
dealing with the beauty of language, such as the Javanese language as used by Pranatacara where figures of speech are heavily used either to create beauty or to
preserve the world cultural heritage.
In short, a combined approach Appraisal, Microlinguistic, and Literary
Analytical Frameworks proves effective for the investigation of the interpersonal meanings of a specifically-used form of Javanese.
4.11 Pedagogical Relevance
Based on the process of analysis and interpretation of the data, it is clear that the Pranatacara genre is relevant to the Javanese pedagogy with a view to maintaining the
cultural heritage. In this respect, there must be the teaching of Javanese for Specific Purposes JSP. The rationale is very clear. It is somehow difficult to integrate the
teaching of JSP of Pranatacara into a school curriculum. Therefore, the skills of a Pranatacara can only be acquired by means of a special training program.
In other words, one cannot hope too much of the Javanese lessons offered at schools to become a good Pranatacara. In addition to the knowledge of Javanese
particularly used in such a context, a Pranatacara requires other skills pursuant to his performance, namely communicative, directive and entertaining. Most importantly, it
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should be noted that a Pranatacara does not speak to a particular individual. Rather, he talks to an audience. This is clearly seen in the use of word stresses and intonations.
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CHAPTER V CONCLUSIONS AND RECOMENDATIONS
This chapter concludes the study by explicitly answering the research question and the sub-research questions which have been formulated in Point 2 of Chapter I. 1.2
above. First of all, I will try to draw a general conclusion in response to the research question which says ‘How are the interpersonal meanings embodied in the stages of a
wedding pranatacara discourse?’ This will be followed by more specific conclusions in response to the four sub-research questions which say 1 ‘What are the communicative
purposes of the Javanese wedding pranatacara genre to reflect the interpersonal language metafunction?’, 2 ‘How is the genre of Javanese wedding pranatacara
structured to reflect the interpersonal language metafunction?’ 3 ‘What linguistic features are used in the genre of Javanese wedding pranatacara to reflect the
interpersonal language metafunction?’, and 4 ‘Why do the linguistic features used in the genre of Javanese wedding pranatacara need to be preserved?’
Upon describing the conclusions, I proceed to presenting some recommendations which are drawn from the relevance of the study to the teaching of Javanese for specific
purposes. The recommendations consist of those aimed at pranatacara special training program, and those aimed at prospective pranatacara. As an academician, I will also
recommend several issues that may be worth researching by future researchers.
