Jurnal Pendidikan dan Pembelajaran
DEWAN REDAKSI
Penanggung Jawab
: Rektor Universitas Islam Lamongan
Ketua Penyunting
: Madekhan, S.Pd., M.Si.
Wakil Ketua Penyunting
: Moh. Nurman, M.Pd.
Penyunting Pelaksana
: Dian Luthfiyati, M.Pd.
Husen, S.Ag., M.Pd. Drs. Syarif Hidayatullah Diah Astuty, M.Pd. Ryrin Fatmawati, M.Pd. Tiara Retno Haryani. M.Pd. Abdullah Farih, M.Pd.
Penyunting Ahli
: Drs. H. M. Tsalits Fahami, MM.
R. Chusnu Yuli Setyo, M.Pd. Fathurrahman, S.Pd., MM. Hariyanto, S.Pd., M.IP. Mohammad Faizal Mubarok, M.Pd.
PENERBIT KANTOR
Fakultas Keguruan dan Ilmu Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Lamongan
Gedung A Universitas Islam Lamongan Jl. Veteran No. 53 A Telp. (0322) 324706,
Email: fkipunisla@gmail.com
Mengutip ringkasan dan pernyataan atau mencetak ulang gambar atau tabel dari jurnal
ini harus mendapatkan ijin langsung dari penulis. Jurnal ini diedarkan sebagai tukaran untuk perguruan tinggi, lembaga penelitian dan perpustakaan di dalam negeri.
ISSN : 2502 - 35856 Volume 02, No. 01, Mei 2016
R E FORMA
REFORMA
Jurnal Pendidikan & pembelajaran
Jurnal Pendidikan dan Pembelajaran Mei 2016 ISSN : 2502 - 35856
Volume 2
Moh. Nurman
1 Analisis Afiks dalam Bahasa Arab, Bahasa Indonesia, dan Bahasa Inggris
Dian Luthfiyati
A Discourse Analysis on Politeness used by Mr. Bond in “Koran Pendidikan” Newspaper
Tiara Retno Haryani
10 Developing Contextual Lesson Planning to Engage Students’ Understanding in The Role Of Gender in Language Used in Daily Life
Riryn Fatmawaty
14 The Effect Of Using Flashcards On Student’ Vocabulary Mastery
Diah Astuty
A Psychoanalysis on Helena de Narbon’s Motives as Seen in William Shakespeare’s All’s Well That Ends Well
Addin Ro’sy Aulia
27 Reading Habits and The Students’ Writing Ability Among EFL learners
Eni Dwi Lestari
33 An Ethnography Study On Language Shift Of Migrant Families
M. Syaifurrizal Fahmi
A Critical Discourse Analysis, Street Vendor Arrested for Insulting Jokowi and Megawati, A Textual Analysis based on Norman Fairclough Method.
Madekhan
58 Tiga Model Peran Strategis Pesantren di Indonesia
Abdullah Farih
65 Developing Reading Comprehension Abilities
ANALISIS AFIKS DALAM BAHASA ARAB, BAHASA INDONESIA, DAN BAHASA INGGRIS
Moh. Nurman
Abstract :
Penelitian ini mencoba mendeskripsikan jenis afiks secara komprehensif melalui analisis afiks dalam tiga bahasa, yaitu: bahasa Arab, bahasa Inggris, dan bahasa Indonesia. Data jenis afiks diambil dari beberapa buku linguistik umum dan morfologi. Data ini kemudian dilengkapi dengan analisis kata berafiks yang ada dalam kamus setiap bahasa tersebut. Hasil penelitian menunjukkan pembagian jenis afiks yang lebih lengkap, yaitu delapan jenis afiks. Kedelapan jenis afiks ini adalah: prefiks, sufiks, infiks, konfiks, interfiks, simulfiks, superfiks, dan transfiks. Dari delapan jenis afiks ini, bahasa Indonesia memiliki jumlah afiks terbanyak, yaitu lima jenis afiks. Sedangkan bahasa Inggris dan bahasa Arab masing-masing memiliki empat jenis afiks.
Keywords: Morfologi, Afiks, Prefiks, Sufiks, Infiks, Konfiks, Interfiks, Simulfiks, Superfiks, Dan Transfiks
Pendahuluan
lebih lengkap mengenai fenomena infiks Afiks adalah morfem terikat yang
tersebut.
dilekatkan pada morfem dasar atau akar Dalam menganalisis jenis afiks dari (Fromkin
ketiga bahasa ini, penulis menggunakan Pembahasan mengenai afiks dapat ditemukan
metode kualitatif. Dalam hal ini, penulis dalam setiap buku linguistik umum dan
mendeskripsikan jenis-jenis afiks yang ada morfologi. Namun demikian, pembahasan
dalam ketiga bahasa yang diteliti. Dalam pada buku-buku tersebut masih bersifat kurang
mengumpulkan data, pertama-tama penulis menyeluruh dan berbeda-beda. Hal ini dapat
mencatat jenis-jenis afiks dan definisinya dari disebabkan oleh terbatasnya jenis afiks dari
buku linguistik umum dan morfologi. bahasa yang dianalisis atau belum adanya
Selanjutnya penulis mencari contoh-contoh analisis yang lebih mendalam mengenai afiks.
kata yang berafiks di setiap kamus besar dari Analisis afiks dalam artikel ini akan
ketiga bahasa ini. Penulis juga berusaha dibatasi pada tiga bahasa, yaitu: bahasa Arab,
mencari kata yang nampaknya berafiks tetapi bahasa Indonesia, dan bahasa Inggris. Penulis
jenis afiksnya belum pernah diidentifikasi. memilih bahasa Arab karena bahasa ini memiliki afiks yang unik yang disebut
Tinjauan Kepustakaan
transfiks (Bauer 1988: 24). Bahasa Indonesia Para ahli linguistik membagi afiks dalam dipilih karena jumlah afiksnya yang cukup
jenis yang berbeda-beda. Matthews (1997:11) banyak. Sedangkan bahasa Inggris dipilih
menyebutkan lima jenis afiks, yaitu: prefiks, karena jumlah afiksnya yang dianggap hanya
sufiks, infiks, sirkumfiks, dan superfiks. dua (prefiks dan sufiks) serta adanya
Katamba (1993:44) kerancuan klasifikasi infiks (Katamba, 1994:
Secara
umum,
menyebutkan tiga jenis afiks, yaitu: prefiks, 44-45). Dalam hal ini, penulis berusaha
sufiks, dan infiks. Khusus untuk bahasa mencari jenis afiks yang lain dan menjelaskan
Inggris, Katamba (1993:89) mengelompokkan
RE F O R M A
Jurnal Pendidikan & Pembelajaran Analisis AFIKS
Dalam Bahasa Arab, Indonesia dan Bahasa Inggris - M. Nurman
afiks berdasarkan perilaku fonologisnya, yaitu setiap afiks dari ketiga bahasa ini adalah afiks non-netral dan afiks netral. Fromkin dan
sebagai berikut:
Rodman (1998:71-73) menyebutkan empat
1. Prefiks
jenis afiks, yaitu: prefiks, sufiks, infiks, dan Prefiks disebut juga awalan. Prefiks sirkumfiks. Alwi dll (1988:31) menyebutkan
adalah afiks yang ditempatkan di bagian muka ada empat jenis afiks dalam bahasa Indonesia,
suatu kata dasar (Alwi dll, 1998: 31). Istilah yaitu: prefiks, sufiks, infiks, dan konfiks.
ini berasal dari bahasa Latin praefixus yang Pengelompokan afiks yang cukup
berarti melekat (fixus, figere) sebelum sesuatu menyeluruh disebutkan oleh Kridalaksana dll
(prae). Ketiga bahasa yang dianalisis di sini (1985) dan Bauer (1988). Kridalaksana dll
semuanya memiliki prefiks. (1985:19-21) menyebutkan enam jenis afiks,
Contoh:
yaitu: prefiks, infiks, sufiks, simulfiks, Bahasa Arab: s-g-l ‗sibuk‘ + a- asyghal konfiks, dan superfiks. Bauer (1988: 19-29)
‗menyibukkan.‘
membedakan tujuh jenis afiks yang terdiri atas Bahasa Inggris: tangible ‗kasat mata‘ + in- enam afiks segmental, yaitu: sufiks, prefiks,
intangible ‗tidak kasat mata‘ sirkumfiks, infiks, interfiks, dan transfiks; dan
Bahasa Indonesia: ajar + meng- mengajar satu afiks suprasegmental, yang diistilahkan
Sufiks
superfiks atau simulfiks.
Sufiks atau akhiran adalah afiks yang Penulis mengumpulkan contoh-contoh
digunakan di bagian belakang kata (Alwi dll, kata berafiks dari dua kelompok sumber.
1998:31). Istilah ini juga berasal dari bahasa Pertama dari buku-buku morfologi dan
Latin suffixus yang berarti melekat (fixus, linguistik umum. Kedua dari kamus umum figere) di bawah (sub) 1 . Ketiga bahasa yang
setiap bahasa tersebut. Untuk bahasa Arab dianalisis di sini semuanya memiliki sufiks.
penulis menggunakan kamus Al- ‗Ashri (Ali
Contoh:
dan Muhdar, 1996), untuk bahasa Indonesia
digunakan Kamus Besar Bahasa Indonesia ‗manuasia‘ + -i basyari
Bahasa Arab: b-sy-r
‗manusiawi‘ Bahasa Inggris: amaze
Edisi ketiga (Alwi ed, 2001), dan untuk bahasa
Inggris digunakan kamus ‗kagum‘ + -ment
Webster‟s New
amazement ‗kekaguman‘
World College Dictionary Fourth Edition Bahasa Indonesia: beli + -kan belikan
(Agnes ed, 2001). Ketiga kamus ini dipilih
karena isinya yang memuat jumlah lema yang
3. Infiks
cukup banyak dan penggunaannya yang Infiks atau sisipan adalah afiks yang dianggap cukup meluas. Khusus kamus bahasa
diselipkan di tengah kata dasar (Alwi dll, Inggris di atas, penulis memilihnya karena
1998:32). Dalam bahasa Latinnya adalah dalam kamus tersebut ada informasi proses
infixus yang berarti melekat (fixus, figere) di pembentukan kata dari lema tertentu.
dalam (in). Bahasa Arab tidak memiliki infiks. Bahasa Indonesia memiliki beberapa infiks,
Analisis Data
salah satunya adalah infiks –em- dalam kata Dari tiga bahasa yang dianalisis di sini,
penulis menemukan sembilan jenis afiks,
1 Dalam bahasa Latin, sub- menjadi suc- sebelum c; suf-
yaitu: prefiks, infiks, sufiks, sirkumfiks
sebelum f; sug- sebelum g; sum- sebelum m; sup-
(konfiks), trifiks,
interfiks,
simulfiks,
sebelum p; sur- sebelum r; dan sering juga, sus- sebelum
superfiks, dan transfiks. Penjelasan dan contoh
c, p, atau t. Dalam konteks di atas, sub menjadi suf karena pengaruh bunyi f.
RE F O R M A
Analisis AFIKS Dalam Bahasa Arab, Indonesia dan Bahasa Inggris - M. Nurman Jurnal Pendidikan & Pembelajaran
gemetar (dari kata getar). Dalam bahasa dalam bahasa Inggris ada kata acceptable. Inggris, beberapa ahli bahasa menyebutkan
Konfiks dapat ditemukan dalam bahasa adanya infiks dalam situasi tertentu. Yule
Indonesia, contohnya kata kelaparan (dari kata (1994) menyebutkan infiks bloody untuk
lapar). Konfiks ke- …-an diimbuhkan secara ungkapan
serentak (tidak ada kata kelapar atau laparan). Hallebloodyluyah! (dari kata Halleluyah).
emosi,
contohnya
Kridalaksana dll (1985:20) menyebutkan ada Katamba (1994: 44-45) menyebutkan bahwa
empat konfiks dalam bahasa Indonesia, yaitu: infiks hanya ada dalam bahasa Inggris
ke- …-an, pen-…-an, per-…-an, dan ber-…-an. kontemporer yang mungkin tidak digunakan
Interfiks
dalam kondisi yang sopan, contoh: in-fuckin-
stantiate. Menurut pendapat penulis, satu kata Bauer(1988: 23-24) menyebut interfiks sebagai afiks yang muncul di antara dua
(yang mungkin memiliki lebih dari satu
elemen yang membentuk kata majemuk. Kata morfem) tidak seharusnya dimasukkan dalam interfiks berasal dari bahasa Latin inter yang kategori afiks, karena afiks adalah morfem
berarti berada di antara, dan fixus yang berarti terikat. Oleh sebab itu, menurut penulis,
melekat. Dengan demikian, dapat dibedakan bahasa Inggris tidak memiliki infiks.
dengan infiks yang berarti melekat di dalam.
4. Konfiks
Contoh interfiks dapat dilihat dalam bahasa Konfiks disebut juga ambifiks atau
Arab. Interfiks -ul- muncul di antara kata birr sirkumfix. Secara etimologis dari bahasa Latin,
dan walad, sehingga menjadi birr-ul-walad ketiga istilah ini memiliki kesamaan arti. Kon-
‗bakti anak‘. Penulis tidak menemukan berasal dari kata confero yang berarti secara
interfiks dalam bahasa Indonesia. Untuk bersamaan (bring together), ambi- berasal dari
bahasa Inggris, penulis berpendapat bahwa kata ambo yang berarti kedua-duanya (both),
bahasa Inggris dapat dianggap memiliki dan sirkum- berasal dari kata circumdo yang
interfiks karena pengaruh bahasa Latin. berarti ditaruh di sekeliling (put around)
Contohnya interfiks -o- dalam kata (Gummere dan Horn, 1955). Menurut Alwi dll
morphology. Morph dan logy memiliki lema (1198:32) konfiks adalah gabungan prefiks
tersendiri dalam kamus Webster‟s New World. dan sufiks yang membentuk suatu kesatuan
Gabungan kedua kata ini memerlukan interfiks dan secara serentak diimbuhkan. Bahasa Arab
-o- sehingga gabungannya bukan morphlogy dan bahasa Inggris memiliki kata yang 3 melainkan morphology . Istilah morfologi
dibentuk dengan prefiks dan sufiks. dalam bahasa Indonesia tidak dapat dianggap Contoh:
memiliki interfiks -o- karena hanya kata morf Bahasa Arab: dh-r-b ‗memukul‘+ ma- dan -un
yang ada dalam lema KBBI, tidak ada lema madharabun ‗tempat memukul‘
logi.
Bahasa Inggris: accept
‗menerima‘ + un- dan
-able unacceptable 6. ‗tidak berterima‘ Simulfiks
Definisi simulfiks dapat dilihat dari asal Akan tetapi, contoh tersebut hanya katanya dalam bahasa Latin simulatus merupakan kombinasi afiks, bukan konfiks
‗bersamaan, membentuk‘ dan fixus ‗melekat‘. karena tidak secara serentak diimbuhkan.
Menurut Kridalaksana dll (1985: 20), Dalam bahasa Arab, ada kata madharab dan
Kata bloody terdiri atas dua morfem: blood dan 3 –y. Bedakan dengan kata archeology yang dibentuk dari Kata funkin‘ juga memiliki dua morfem: fuck dan -ing.
kata archeo dan logy, sehingga tidak ada interfiks -o-.
RE F O R M A
Jurnal Pendidikan & Pembelajaran Analisis AFIKS
Dalam Bahasa Arab, Indonesia dan Bahasa Inggris - M. Nurman
simulfiks adalah afiks yang dimanifestasikan
Kesimpulan
dengan ciri-ciri segmental yang dileburkan Dari pembahasan jenis afiks di atas, pada bentuk dasar. Dalam bahasa Indonesia,
penulis menyimpulkan bahwa dalam bahasa simulfiks dimanifestasikan dengan nasalisasi
Inggris, ada empat afiks, yaitu: prefiks, sufiks, dari fonem pertama suatu bentuk dasar.
interfiks, dan superfiks; dalam bahasa Simulfiks masih dianggap hanya terdapat
Indonesia ada lima afiks, yaitu: prefiks, sufiks, dalam bahasa Indonesia tidak baku, contoh:
infiks, konfiks, dan simulfiks; dan dalam kopi ngopi. Bahasa Arab dan bahasa
bahasa Arab ada empat afiks, yaitu: prefiks, Inggris tidak memiliki simulfiks.
sufiks, interfiks dan transfiks.
7. Superfiks
Pustaka Acuan
Superfiks atau suprafiks adalah afiks Agnes, Michael (Ed). 2001 (1999). Webster‟s New yang dimanifestasikan dengan ciri-ciri
World College Dictionary (Edisi ke-4). Cleveland: suprasegmental atau afiks yang berhubungan
IDG Books Worldwide, Inc.
dengan morfem suprasegmental (Kridalaksana Ali, Attabik dan Ahmad Zuhdi Muhdar. 1996. dll, 1985: 21). Bauer (1988:29) menyamakan
Kamus Al- „Ashri. Yogyakarta: Yayasan Ali istilah superfiks dengan simulfiks. Dari asal
Maksum.
kata bahasa Latin, supra berarti di atas (above) Alwi, Hasan dll. 1998. Tata Bahasa Baku Bahasa atau di luar (beyond), sedangkan simulatus
Indonesia (Edisi ke-3). Jakarta: Balai Pustaka. berarti bersamaan. Dari contoh suprafiks
Alwi, Hasan (Ed). 2001. Kamus Besar Bahasa dalam bahasa Inggris, ‗discount (n) Indonesia (Edisi ke-3). Jakarta: Balai Pustaka. dis‟count (v), dapat kita lihat bahwa suprafiks Bauer, Laurie. 1988. Introducing Linguistic
Morphology. Edinburgh: Edinburgh University berada pada tataran suprasegmental sehingga
Press.
istilah suprafiks lebih tepat dari pada Fromkin, Victoria dan Robert Rodman. 1998. An simulfiks. Bahasa Arab dan bahasa Indonesia
Introduction to Language (Edisi ke-6). Orlando: tidak memiliki suprafiks.
Harcourt Brace College Publishers. Gummere, John Flagg dan Annabel Horn. 1955.
8. Transfiks
Using Latin. Chicago: Scott, Foresman and Transfiks adalah afiks yang muncul di
Company.
keseluruhan dasar (throughout the base). Katamba, Francis. 1994 (1993). Modern Dalam bahasa Latin trans berarti disepanjang
Linguistics: Morphology. London: The Macmillan (across) atau di atas (over). Bahasa Indonesia
Press Ltd.
dan bahasa Inggris tidak memiliki transfiks. Kridalaksana, Harimurti dll. 1985. Tata Bahasa Afiks yang termasuk transfiks dapat
Deskriptif Bahasa Indonesia: Sintaksis. Jakarta: ditemukan dalam bahasa Arab. Contohnya
Pusat Pembinaan dan Pengembangan Bahasa. transfiks a-a-a:
Matthews, Peter. 1997. The Concise Oxford f-r-h Dictionary of Linguistics. Oxford: Oxford ‗senang‘ + a-a-a farraha ‗menyenangkan‘ University Press.
Yule, George. 1994. The Study of Language. m-d-d ‗memanjangkan‘ + a-a-a maddada Cambridge University ‗memanjang-manjangkan‘ Press
k-f-r ‗mengkafiri‘ + a-a-a kaffara ‗menisbatkan kekafiran‘
A DISCOURSE ANALYSIS ON POLITENESS USED BY MR. BOND IN “KORAN PENDIDIKAN” NEWSPAPER DIAN LUTHFIYATI
dian.luthfiyati@gmail.com Universitas Islam Lamongan
Abstract:
In communication, people express their thought with or without words. We may understand what they want by listening to their words carefully, but it cannot be denied that it would be better for us if we also could read their thought by their gestures. Politeness i s the expression of the speaker‟s intention to mitigate face threats carried by certain face threatening acts toward another (Mills, 2003). Being polite therefore consist of attempting to safe for another. Politeness theory states that some speech acts th reaten other‟s face needs. The purpose of this paper is to give new source by applying a well known Brown and Levinson‟s model (1978 and revised in 1987). This study using descriptive qualitative research since this study describe the kinds of politeness that used by Mr. Bonds. The results of this study are Mr. Bond using negative and positive politeness in his speech based on the situation and condition. The politeness that more appear in his speech is negative politeness. Because he often in uncomfortable situation and feel angry.
Keywords: Politeness, Koran Pendidikan
Introduction
In communication, people express their Politeness is the expression of the
thought with or without words. We may speaker‘s intention to mitigate face threats
understand what they want by listening to their carried by certain face treathening acts toward
words carefully, but it cannot be denied that it another (Mills, 2003, p.6). beign polite
would be better for us if we also could read therefore consist of attempting to safe for
their thought by their gestures. Language is another. Politeness theory states that some
social phenomenon (Chaika, 1982 ; 03) specch acts threaten other‘s face needs. First
It means that the language is the formulated in 1987 by Penelope Brown and
communication which brings them to the Stephen Levinson, politeness theory has since
relationship with their environment. Language, expanded academia‘s perception of politeness
therefore socially learned behavior, a skill that (Mills, 2003). This text has influenced almost
acquired as we grow up in the society. In using of the theoretical and analytical work in this
language, we normally try to understand not field (Mills,2003, p.57).
only the words mean but also what speaker or Politeness can be also said to be
writer of those words intended to convey. universal only in the sense that every society
People use a language to perform ordinary has some sort of norms for the appropriate
verbal actions in daily life, such as asking behaviour, although this norms are vary. The
favors, making purpose of this paper is to give new source by
question,
requesting
comments, reporting news, giving direction, applying a well known Brown and Levinson‘s
offering something etc. even the conversation model (1978 and revised in 1987).
is an everyday speech event, people usually
RE F O R M A
Jurnal Pendidikan & Pembelajaran A Discourse Analysis on Politeness
used by Mr. Bond in “Koran Pendidikan” Newspaper – Dian Lutfiyanti
think of speech as a way of stating proposition requesting, offering, complaining and and conveying the information.
suggesting). Generally, speaking politeness In using language people must concern
involves feelings of others. A polite person not only in social characteristic of the speaker
will absolutely make others comfortable. such as ethic, sex and age but also they have to
(Brown and Levinson 1993:324) concern with the social aspect or context.
The researcher chooses ―Koran Chaika (1982;10) state that the context can
Pendidikan‖ as the object of the research based determinate meaning include among the other
on many reasons. First, Koran Pendidikan has thing, such as social status, of speaker, the
a good aim that is developing the education in social events and social convention governing
our country especially in Malang city. Koran it, the social cultural and physical
Pendidikan has a good motto ―bernalar dan environment, previous discourse between the
berhati nurani‖. Second, the researcher choose speaker known them and the intent of the
the column of Mr Bond not other column speaker. He argues that the meaning has social
because it‘s reflect our daily life as the people base, word does not just mean. He means in
in society. Almost the particular topic in this the social interaction in particular society.
column is to critize the systematic government Brown and Levinson have developed
and the behavior of legislative candidate the politeness phenomena. They claim that
through their joke and their background of there are two aspect of face, which are positive
knowledge. Third, the language they used is and negative. Positive face is a person‘s wish
truly Javanese way, sometimes they used to be well thought of. Its manifestations may
―krama inggil‖ to respect older people or the include the desire to have what we admire
person who has power.
admired by others, the desire to be understood
segmentation of “Koran by others, and the desire to be treated as a
The
Pendidikan” is very clear. It is around the friend and a confidant. Thus a complain about
students in Elementary School, Junior High the quality of someone‘s work threatens their
School, Senior High School, the teacher, the positive face. Negative face is our wish not to
lecturer and the large society.
be imposed on by others and to be allowed to Based on the concept of politeness go about our business unimpeded with our
mentioned by some experts of linguistic and rights to free and self-determined action intact.
its reasons stated above, the researcher is Thus telling someone they cannot see the
interested in knowing deeply about politeness doctor at the time they expected to is a threat
strategies used on Koran Pendidikan in Mond to their negative face. In dealing with each
column.
other, our utterances may be oriented to the positive or to the negative face of those we
Research Method
interact with. This research is a descriptive In the case of communication, the
qualitative research in which the objective is to speaker should use the strategies to have a
describe the actual user of language for polite conversation. The use of politeness is in
communication. The data collected is in the order to get their conversation runs well and
form of words rather than numbers. The object goes smoothly. Brown and Levinson two
of the research in this study is the utterances of person who have developed the concept of
Mr. Bond in Koran Pendidikan. In analyzing politeness strategies, state that one recognizes
the subject matters, the writer firstly read the what people are doing in verbal exchange (e.g
Koran, and then divides the word based on the
RE F O R M A
A Discourse Analysis on Politeness
used by Mr. Bond in “Koran Pendidikan” Newspaper – Dian Lutfiyanti Jurnal Pendidikan & Pembelajaran
kinds of politeness; explain the politeness in has potentially to threat Mr Bond‘s face. And the word, and the last draws conclusion from
the word “rek” is to show the equality in their that analysis.
social status and to make the power of the word stronger. And we can classify the
Result and Discussion
comment above become a positive politeness.
“Sakjane yo gak ekstrime. Cumak, mergo
Data 1, Koran Pendidikan, 14-20 April 2009
“(Mr. Bond) Setelah Mencontreng” durung onok sing nglakoni koyok aku,
In this case the researcher will not sampeyan ngarani ekstrime,” jelas Mr Bond
enteng.
analyze the whole conversation from the It seems that Mr Bond feels threaten.
beginning until the end, but only the utterances He shows disagreement by seeing that his way
which is rich with an imply message or is not extreme. It is just because there is no
showing the politeness. Thus conversation one wants to do the same thing like him. He
happened to Mr Bond, Pak Becak, Pak tries to provide reason that his way is not
Bengkel and Pak Hansip. All of them are
extreme.
friend and have an equal social status in
society (there is no super ordinate and
Data 2, Koran Pendidikan, 21-27 April 2009
subordinate). Before analyzing the data, the researcher will introduce the case in order the
“(Mr. Bond) Benteng-bentengan”
In this case I will not investigate the reader understand the topic they talk about. At
whole conversation but only several utterances that time there is a general election. Many
which are very interested to be analyzed. In people try to influence other people to choose
order the reader easily to understand about the their party. Due to the fact that it is happened
topic which happened in this conversation, the in the village of Mr Bond, so he tries to choose
researcher will give an introduction. This the legislative candidate by his own way. He conversation is about “benteng-bentengan”. It doesn‘t want to follow other people in
is kind of traditional game in Java. This game determining the leader of our country. The
is very interesting because if we want to be a way he used is by taking notes on the phone
winner we must have such kind of strategies. number of legislative candidate. His aim is to
remain the legislative candidate if they make a “Arek-arek iku laopo ae se kok gak ndang
main benteng- bentengan?” tanya Mrs Bond ke mistake. Mr Bond feels that it‘s his right to suaminya meski matany atertuju kekerumunan remind the legislative candidate. He assumes
anak-anak.
government because of him. “arek-arek” is Javanese way
that the legislative candidate can sit in the
The word
“Wuik...., cik ekstrime rek!” komentar Pak to say about the chidren or the person who has Becak setelah tahu pikiran Mr Bond yang baru equal status. In this case Mrs Bond asking pulang dari desa. question to Mr bond. The utterance “laopo ae
The utterance se” make our question is stronger.
“wuik” above is
indicating Javanese way when they feel “Jarno ae, cik dimarikno arek-arek dewe,”
surprised. And the utterance ―ekstrime‖ is not jawab Mr Bond. The utterance above shows the
ordinary from Javanese, it is belongs to cooperativeness that given by Mr Bond to his
English language. The reason of why Pak
Becak used it is to emphasize that the way “cik” indicate that Mr.
wife. The utterance
Bond ask Mrs. Bond to let the children play which taken by Mr Bond is too hard. It is also
the game by themselves.
RE F O R M A
Jurnal Pendidikan & Pembelajaran A Discourse Analysis on Politeness
used by Mr. Bond in “Koran Pendidikan” Newspaper – Dian Lutfiyanti
“Selak sore, Pak. Sa‟aken arek-arek iku “Sampeyan iki pancen kebanteren mikire. dorong adus barang. Isok-isok malah onok
Benteng-bentengan yo bentengan, gak onok sing durung salat Ashar,” naluri keibuan Mrs
hubungane karo koalisi.”
Bond, muncul. The utterance above is including as The word “selak sore” shows
negative politeness. It has made Mr bond felt disagreement of statement that given by Mr
threatened. Due to the fact that Mrs Bond say Bond. The utterance “pak” is to emphasize it.
―kebanteren‖ it means not appropriate The diction of the language used by Mrs Bond
comment to say that benteng-bentengan is a is not “kromo inggil” because they are equal.
koalisi.
“Yo di delok ae. Nek kiro-kiro seperempat jam maneh durung main, yo dikongkon mulih ae,”
Data 3, Koran Pendidikan, 5-11 Mei 2009
jawab Mr Bond sekenanya.
“(Mr. Bond) Kesandung Kodew”
The utterance “yo” is showing an In this case, the title of Mr Bond is agreement. He agrees that the children should
“kesandung kodew”. Kodew here is the slang go home than doing nothing there.
language from Malang. It means “wedok”. It “Sampeyan iki koyok gak nduwe anak ae,”
is very common to the people in Malang to use gerutu Mrs Bond.
“walikan language”. It happened also to Mr The utterance “koyok” has an imply
Bond. At that time Mrs. Bond find the message. Mrs Bond tries to make Mr bond
student‘s photo. Mrs Bond thinks that Mr. realize that the children need time to play
Bond has a personal relation with her. She is game with their friend. It can be categorized
very angry but finally Mr Bond can convince negative politeness.
Mrs/ Bond that he does not recognize that girl. “Siktalah, Mom. Aku sik nikmati arek-arek
It makes Mrs Bond feel calm than before. belajar politik iki lho....”
“Onok pejabat tinggi sing sifate tuueges, The utterance above shows positive
penuh wibawa, anti korupsi, jelas-jelas nduwe politeness. He tries to provide more reason
potongan wong apik. Gak nduwe blas what makes him interested in seeing the
potongan wong jahat, wong nakal, wong chidren.
seneng wedok-an. Tapi malah dadi tersangka “Belajar politik opo ae? Wong jelas-jelas arek
paten-patenan perkoro wedok-an. Opo gak dulinan benteng-bentengan kok diarani
ngisin- ngisini?” Mrs Bond nyerocos lagi, tapi belajar politik.”
kali ini umpatan kemarahannya bukan The statement above definitely can be
ditujukan pada suaminya, melainkan pada categorized as disagreement. It seems from the
pejabat tingggi yang dimaksudkan itu. utterance of “wong”. It is Javanese way to talk
Many utterances above show that Mrs about different opinion.
Bond‘s face is being threatened then she tries “Sampeyan delok a,” kata Mr Bond sambil
to provide more examples to emphasize her menunjuk ke kerumunan anak-anak tersebut.
reason. She knows that Mr Bond is not false “Arek-arek iku sik kate mbentuk koalisi
then she tries to tell something which has supoyo nduwe tim sing kuat”
similar problem. The reason which given by The utterance sampeyan is a positive
Mrs Bond is string because the example she politeness. It used to show our respect to older
takes is real. She is not lie. The utterance people. Ant the word “a” is truly Javanese
“tuueges” is Javanese way to make our word way. It is the characteristic of Malang people.
stronger.
It used to ask an agreement or asking question.
RE F O R M A
A Discourse Analysis on Politeness
used by Mr. Bond in “Koran Pendidikan” Newspaper – Dian Lutfiyanti Jurnal Pendidikan & Pembelajaran
“Wis wis, aku wis ngerti sing mbok maksud.” example, when Mr. Bond felt threatened he sela Mr Bond. Menyadari bahwa pembicaraan
will use negative politeness. For positive istrinya sudah masuk wilayah yang agak
politeness, he use when he respect to older sensitif, ia langsung mengingatkan, “Awake
people, to provide more reason what makes dewe yo gak oleh menghakimi wong sing
him interested in seeing the children, etc. during mesti bersalah. Yo koyok aku mau lho,
shortly, the positive politeness used in positive mbok kiro bersalah tapi kan asline gak salah.
condition and the speakers feel interested. Mangkane, dienteni ae yok opo kelanjutan
negative politeness used in kasuse.”
While,
uncomfortable condition and when the The utterance “wis” shows that Mr
speakers feel angry.
Bond use on record. The possibility to lose face is higher because Mr Bond spontaneously
References
stopped Mrs Bond speaking. He tend to use it Austin, J. L. 1962. How to Do Things with because he knows that Mrs Bond talk in a
Words. Oxford: Clarendon Press. sensitive area. The word “mbok kiro” also
Coulthard, Macom. 1985. An Introduction to represent on record because Mr. bond directly
Discourse Analisis. Longman: London and saying that Mrs bond is wrong. And the
utterance “mangkane” is such kind of negative politeness in saying an advice instead more
New York.
Halliday, M. A. K. & Hasan, R. (1985). than it. He wants Mrs Bond will not repeat her
Language, Context and Text: Aspects of mistake twice.
Language in a Social-Semiotic Perspective. “Tapi aku pegelen, soale aku wis kadung
Oxford University Press.
ngidolakno Pak Pejabat mau. Opo meneh Langacker, Ronald W. 1972. Fundamentals of brengose tuueges tenan. E….kok ngglethek,
Linguistic Analysis. New York: Harcourt kesandung kodew,” kata Mrs Bond.
Brace Jovanovich.
The utterance “tapi” above is one way Searle, John. 1969. Speech Acts: An Essay in to safe her face from embrassing. And she tries the Philosophy of Language. Cambridge, to provide more example once more. “Sssst…..wis-wis, gak usah diterus-terusno, England: Cambridge University.
mending lhang totalen bon-e arek-arek sekolah mau,” tutup Mr Bond.
It seems that Mr bond does not want to talk about that topic anymore. Because he asks Mr Bond to stopped from discussion that topic. He uses negative politeness by saying “wis” and “mending”.
Conclusion
From research findings in the previous chapter, the researcher can draw some conclusions as stated below: The politeness that used by Mr. Bond are negative and positive politeness. That politeness appears based on the situation. For
DEVELOPING CONTEXTUAL LESSON PLANNING TO ENGAGE STUDENTS’ UNDERSTANDING IN THE ROLE OF GENDER IN LANGUAGE USED IN DAILY LIFE TIARA RETNO HARYANI
tiara.03march@gmail.com Universitas Islam Lamongan
Abstract:
Language is not only simply a means of communicating information, but also means of establishing and maintaining relationship with other people (Trudgil, 2000). In social life, the first thing that you will notice is the gender of the person we met. It is a fundamental and obvious thing before we can have an interaction or communication with somebody else. The objective of the activity is to direct the students in understanding the role of gender in language for daily life more deeply. The students are expected to be able analyze the language phenomena in their daily life. The activity is started by explaining the materials to the students about gender role, gender bias, and gender dialect used. The second step is that grouping the students and asks them to discuss about the phenomena of gender in language used in their society so that they know how the characteristic of each gender in their society. The last step is discussing the results together in class. This activity is probably appropriate for the advanced learners, such as university students. It can gain the students‟ knowledge and raising the students‟ confident in stating their opinion in discussion.
Keywords: contextual, lesson planning, role of gender
Introduction
conversation. If we misrecognize the gender of In our social life, we live and
people we met and give wrong title or communicate with others by using appropriate
salutation her/him, it may put you in difficult language. Language is not only simply a
situation, or event a terrible problem. The means of communicating information, but also
language used by particular gender is means of establishing and maintaining
dissimilar. The differentiation of sex or gender relationship with other people (Trudgil, 2000).
exists and obvious in society all over the In social life, the first thing that is very
world. It may be used to determine the status, important to be noticed is the gender of the
degree, hierarchy, or even to determine the person we met. We may meet people from
language that must be used for the types of different area which
have different
gender.
characteristic, accent, dialect, and even The relationship between language and language. However, the first thing that you
gender has become an interesting topic within will notice is the gender of the person we met.
related discipline. It is a fundamental and obvious thing before
sociolinguistic
and
According to Sunderland and Swann (2012), we can have an interaction or communication
gender has been a social variable in with somebody else. Sometimes, people may
quantitative studies of language variation
be irritated if we call them wrong in a carried out since 1960, a frequent finding
Developing Contextual Lesson Planning
RE F O R M A
to Engage Students‟ Understanding in The Role of Gender in Language Jurnal Pendidikan & Pembelajaran Used in Daily Life - Tiara Retno Haryani
being that, amongst speakers from similar Sunderland, gender characteristics are thus not social class background, women tend to use
just given, but rather socially constructed. That more standard or ―prestige‖ language features
is why gender bias can influence the students‘ and men more vernacular language features. It
behaviour, point of view, and their language. shows that women and men have different
In education field, the practice of communication styles that distinct them in
gender bias can be explicitly and implicitly society.
occurred. For instance, it may be in the form The teaching of language and gender is
of materials or pictures provided in the course widespread, at least acros s the ―western‖
book used at school, different methods in country, whether in the form of coherent
classroom activities and management related modules on the topic, or as sessions in
to gender, different assessment given for modules, or within non-language programs.
different gender of students, etc as it usually Though it is a very crucial issue, there is no a
related to gender role and gender settled curriculum provided, particularly in
discrimination. For instance, have you once Indonesia. It makes many gender bias
notice that people tend to point boys to be the phenomena occurred in society, especially in
leader or captain, and girls are usually be a education field. Sometimes, sexist language
secretary or treasurer in class? Well, you have can also be elicited because there is no settled
witnessed the practice of gender stereotype or subject discussed about it. Sexist language is
gender role in a small unit of education field. language that expresses bias in favour of one
Some people say that boys can do more than sex and thus treats the other sex in a
girls in leading particular things. Yet, some discriminatory manner (Lei, 2006). Sexist
people argue that girls also have the ability as language is one of the gender bias occurred in
well as boys do. Thus, we may find many the society. In avoiding this phenomenon,
females become leaders or have high position teacher should, at least, implicitly explain it to
in western or other advance country, but not the students so that they can be more aware of
that often in developing countries. it.
According to Aoyagi, Suda, and Hence, the aim of this paper is to
Shinada (2011), gender roles are those introduce the phenomena of gender role,
behaviours, tasks and responsibilities that a gender bias, and the dialect that usually
society considers appropriate for men, women, applied of each gender. The students are
boys and girls. Then, gender discrimination is expected to be more aware of the phenomena
any exclusion or restriction made on the basis so that they can have gender equality in their
of gender roles and relations that prevents a daily life, especially in their education
person from enjoying full human rights. The environment.
existence of these phenomena in school context can have a great influence toward the
The Topic
students in their daily life.
In the past, women are supposed to The objective of this teaching and stay at home, remaining powerless and
learning activities is to direct the students in generally subordinate to man, whereas men are
understanding the role of gender in language considered as the centre both in the family and
for daily life more deeply. The students are society. Hence, women be came the ―weaker
expected to be able analyze any gender gender‖ at that time since gender is both
language phenomena in their daily life, so that cultural and individual concept. According to
they are able to avoid the practice of gender
RE F O R M A Developing Contextual Lesson Planning
Jurnal Pendidikan & Pembelajaran to Engage Students‟ Understanding in The Role of Gender in Language
Used in Daily Life - Tiara Retno Haryani
bias, gender discrimination, and gender role in
Whilst-Teaching
society, especially in education field.
1. The students are divided into groups of Moreover, the students may enlarge their
five students.
knowledge about the gender problem
2. Each group of students is given a list of phenomena, which is not very popular in
words and they are asked to categorize Indonesia.
it according to gender (Task 1).
3. The teacher/lecturer starts discussing
Sample of The Teaching Procedures In The
the answer of the task.
Lesson Plan
4. The teacher/lecturer explains the Since the objective of this paper is to
materials of gender dialect and gender introduce the students about gender in
bias to the students. language used in their daily life by using
5. The students assigned to discuss the contextual lesson plan, there is a necessity to
gender dialect used that they know and apply
explain the characteristic of each term implementing the lesson plan. In order to
an appropriate
understand the material deeply about the
6. The students are assigned to discuss gender and language, the students are needed
about the phenomena occurred in their to be given Contextual Teaching and Learning
daily life related to gender bias and (CTL). This approach emphasizes teacher‘s
sexist language and give the example effort to relate teaching contents to students‘
of each term (Task 3). environment, and to relate students‘
7. The teacher/lecturer collects the knowledge to its implication in real life
students‘ works.
(Fachrurrazy, 2010:46). Therefore, the lesson
teacher/lecturer leads the plan applied is more focused on the students‘
8. The
discussion of the groups based on the works and activities based on their contextual
answers they have submitted. daily life.
Post-Teaching
1. The teacher/lecturer asks to conclude yet it can influence the students ‘ point of view
The teaching procedure is quite simple,
the materials orally
teacher/lecturer gives the life. The teaching procedure covers the pre-
toward the phenomena occurred in their daily
2. The
opportunity for the students to ask their teaching activities, whilst teaching, and post
difficulty in the lesson (if any). teaching activities. Pre-Teaching
Conclusion
1. The teacher greets the students. In short, we can say that the study of
2. The teacher asks the students about the gender is actually important for the students previous meeting materials
since they need to avoid the implementation of
3. The teacher answers the students‘ gender bias, gender role, and gender questions about the previous materials
discrimination. Even though gender has not (if any)
been in a settled curriculum, especially in
4. The teacher asks the students‘ elementary, junior high, and senior high background knowledge about gender
school, they should at least know the problems phenomena.
phenomena happened in their daily life. By using CTL approach, the students are expected to be able to understand the material and can
Developing Contextual Lesson Planning
RE F O R M A
to Engage Students‟ Understanding in The Role of Gender in Language Jurnal Pendidikan & Pembelajaran Used in Daily Life - Tiara Retno Haryani
analyze it in contextual situation in their daily
Slim life. After the students understand the material,
Chatty
Neat they should be more aware of the phenomena
Handsome
Hysterical discussed since education field can also give a
Well-built
big influence toward the students‘ point view,
Task 2
behavior, and other aspects of their life. Discuss the gender dialect used that you know and infer the characteristic of each gender.
References
a. Woman
Aoyagi, Midori, Eiko Suda, and Tomomi .................................................................... Shinada. 2011. Gender Inclusion in Climate
.................................................................... Change Adaptation. ADBI Working Paper
b. Man
Series, (103): 1-19 .................................................................... Fachrurrazy. 2010. Teaching English as
.................................................................... Foreign Language for teachers in Indonesia. Malang.
Task 3 Discuss the phenomena occurred in your daily
Lei, Xiaolan. 2006. Sexism in Language. life related to gender bias and sexist language Journal of Language and Linguistic, 5 (1): 1- and give the example of each term.
Surnderland, Jane and Joan Swann. Teaching ......................................................................... Language
......................................................................... ( www.llas.ac.uk/resources/gpg/2827 ), accessed November 24 th , 2012.
Trudgil, Peter. 2000. Sociolinguistics: An
introduction to Language and Society.
London: Penguin Books.
Appendix
Task 1
Read though the term below and sort them into
two lists, according to whether you think the
terms are more commonly used for women or
men.
Dominant
Emotional
Independent
Elegant
Competitive
Strong
Beautiful
Fragile
Physique
Ambitious
Athletic
Aggressive
Pretty
Emphatic
Nurturing
Muscular
Graceful
Tearful
THE EFFECT OF USING FLASHCARDS ON STUDENT’ VOCABULARY MASTERY RIRYN FATMAWATY
fatmawatyriryn@ymail.com Universitas Islam Lamongan
ABSTRACT:
As we know that vocabulary is as a major component of language learning. Without having adequate vocabulary we will get difficulty to learn English. So that way it has to be mastered by learners. It should be the first priority in English language teaching and learning because as a central of language teaching and learning. It means that by mastering vocabulary, of course with grammar, the learners will produce so many sentences easily either in spoken or written one. Actually, there are many methods that used by teacher in English‟s teaching in order to reach the goal in teaching and learning English, such as using cartoon movies, pictures, jigsaws, games, song and etc. Another way is learning through vocabulary card or flashcard. As we listen and read, we often meet new words by flashcard. A flashcard is a set of cards bearing information, as words or numbers, on either or both sides, used in classroom drills or in pr ivate study”. The problem of the study is the students vocabulary mastery of MI. Babul Ulum Dorogede Gedangan Sukodadi Lamongan is very low, so researcher does a research in that school in a month, there are two meetings for doing pre test and post test, while four time for teaching and learning activities for each class by using flashcard. In doing research, the experimental class were given several treatments, while the control group get the lesson as usual. The topics lessons, teacher, pre-test and post test were same, but the method of teaching was different. Based on the result of statistic test, it is known that the result scores of experiment class is higher than control class and it is described as follows; based on the normality test, that the result from experiment class is (-2,7756 < 11,3449), and from control class is (-19,6799 < 11,3449). That means H0 received, both samples is from population distributes normal. Based on the homogeneity test is (2,25 < 3,69), that H0 us received. So that, both samples is from variant homogeneity. Based on the differences between mean with the t-test, that is (2,12 < 6,69), means that H0 is refused. So, the final score of students who taught by using flashcard is better than the students who do not use.
Keywords: Flashcard, Vocabulary mastery
Background of The Study
They also difficult to pronoun and write it, Actually, there is big problem in
whereas, in general the students must have students‘ vocabulary mastery in the school MI.